Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)

Using Elaborated Explanations to Support Geometry Learning

Vincent Aleven and Kirsten Butcher 

Summary Table

PIs	Vincent Aleven & Kirsten R. Butcher
Other Contributers	Graduate Students: Carl Angioli (CMU HCII), Michael Nugent (Pitt, Computer Science) Research Programmers/Associates: Octav Popescu (Research Programmer, CMU HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII)
Study Start Date	Planned Start: April 24, 2007
Study End Date	Expected End: June 1, 2007
LearnLab Site	Central Westmoreland Career & Technology Center (CWCTC)
LearnLab Course	Geometry
Number of Students	Expected: 120
Total Participant Hours	Expected: 480
DataShop	(Study not yet completed. Log data will be provided to the DataShop)

Abstract

Does integration of visual and verbal knowledge during learning support deep understanding? Can interactive communication using visual and verbal knowledge components support the development of integrated representations? Placeholder

Background & Significance

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Glossary

See Visual-Verbal Learning Project Glossary

Research questions

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Independent Variables

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Dependent variables

• Pretest, normal post-test, and transfer test measuring student performance on:
  • Problem-solving items isomorphic to the practiced problems (retention)
  • Problem-solving items unlike those seen during problem practice (transfer)
• Log data collected during tutor use, used to assess:
  • Learning curves
  • Time on task
  • Error rates
  • Latency of responses

Hypothesis

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Findings

Classroom Study

• Study Summary

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Explanation

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Further Information

Connections

Interactive Communication as Support for Visual-Verbal Integration:
Our research is investigating multiple methods with which student learning can be supported by interactions with pictorial information during geometry learning. Our work also includes more a more explicit method for supporting student integration visual and verbal knowledge components. This method involves interactive support for students' elaborated explanations during geometry learning. Research investigating this explicit support is part of the Interactive Communication Cluster: LINK

Annotated Bibliography

• Presentation to the PSLC Advisory Board, Fall 2006. Link to Powerpoint slides

References

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Future Plans: June 2007 - December 2007

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