How communicative learning situations influence students' use of diagrams

Focusing on spontaneous diagram construction and protocols during explanation

Yuri Uesaka, Emmanuel Manalo

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Citations (Scopus)

Abstract

Although diagrams have been shown to be effective tools for promoting understanding and successful problem solving, students' poor diagram use has been identified as a serious issue in educational practice-related reports. To enhance students' diagram construction skills and to address problems in diagram use, creating learning situations that make it inevitable for students to use diagrams would likely be helpful. To realize this, communicative learning situations can be considered a viable option, as students would feel a greater necessity to use diagrams as a consequence of feedback they receive while explaining. Thus, this study examined the hypothesis that an interactive peer instructional learning situation would better promote students' spontaneous diagram use compared to a non-interactive situation. Eighty-eight university students were randomly assigned to one of two conditions: interactive and non-interactive. After reading a passage relating to the science and engineering area, participants in the interactive condition were requested to explain the content of the passage to another participant next to them. In contrast, participants in the non-interactive condition were asked to record an explanation using an IC recorder by imagining that they were explaining to another person. A sheet of paper was provided to participants during the explanation, and diagram use on the paper was analyzed. The results revealed that students' diagram use in the interactive condition was higher than in the non-interactive condition. This indicates that teachers' provision of interactive communication situations can effectively promote students' likelihood of using diagrams spontaneously.

Original languageEnglish
Title of host publicationLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
PublisherSpringer Verlag
Pages93-107
Number of pages15
Volume8578 LNAI
ISBN (Print)9783662440421
DOIs
Publication statusPublished - 2014
Event8th International Conference on the Theory and Application of Diagrams, Diagrams 2014 - Melbourne, VIC
Duration: 2014 Jul 282014 Aug 1

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume8578 LNAI
ISSN (Print)03029743
ISSN (Electronic)16113349

Other

Other8th International Conference on the Theory and Application of Diagrams, Diagrams 2014
CityMelbourne, VIC
Period14/7/2814/8/1

Fingerprint

Diagram
Students
Learning
Influence
Likelihood
Feedback
Person
Likely
Communication
Engineering

Keywords

  • communicative learning situation
  • diagram use in explanations
  • learning strategies
  • peer interaction
  • spontaneous diagram construction

ASJC Scopus subject areas

  • Computer Science(all)
  • Theoretical Computer Science

Cite this

Uesaka, Y., & Manalo, E. (2014). How communicative learning situations influence students' use of diagrams: Focusing on spontaneous diagram construction and protocols during explanation. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 8578 LNAI, pp. 93-107). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 8578 LNAI). Springer Verlag. https://doi.org/10.1007/978-3-662-44043-8_14

How communicative learning situations influence students' use of diagrams : Focusing on spontaneous diagram construction and protocols during explanation. / Uesaka, Yuri; Manalo, Emmanuel.

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol. 8578 LNAI Springer Verlag, 2014. p. 93-107 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 8578 LNAI).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Uesaka, Y & Manalo, E 2014, How communicative learning situations influence students' use of diagrams: Focusing on spontaneous diagram construction and protocols during explanation. in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). vol. 8578 LNAI, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 8578 LNAI, Springer Verlag, pp. 93-107, 8th International Conference on the Theory and Application of Diagrams, Diagrams 2014, Melbourne, VIC, 14/7/28. https://doi.org/10.1007/978-3-662-44043-8_14
Uesaka Y, Manalo E. How communicative learning situations influence students' use of diagrams: Focusing on spontaneous diagram construction and protocols during explanation. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol. 8578 LNAI. Springer Verlag. 2014. p. 93-107. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). https://doi.org/10.1007/978-3-662-44043-8_14
Uesaka, Yuri ; Manalo, Emmanuel. / How communicative learning situations influence students' use of diagrams : Focusing on spontaneous diagram construction and protocols during explanation. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). Vol. 8578 LNAI Springer Verlag, 2014. pp. 93-107 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).
@inproceedings{9002a594575d402bbc23273799e8d71d,
title = "How communicative learning situations influence students' use of diagrams: Focusing on spontaneous diagram construction and protocols during explanation",
abstract = "Although diagrams have been shown to be effective tools for promoting understanding and successful problem solving, students' poor diagram use has been identified as a serious issue in educational practice-related reports. To enhance students' diagram construction skills and to address problems in diagram use, creating learning situations that make it inevitable for students to use diagrams would likely be helpful. To realize this, communicative learning situations can be considered a viable option, as students would feel a greater necessity to use diagrams as a consequence of feedback they receive while explaining. Thus, this study examined the hypothesis that an interactive peer instructional learning situation would better promote students' spontaneous diagram use compared to a non-interactive situation. Eighty-eight university students were randomly assigned to one of two conditions: interactive and non-interactive. After reading a passage relating to the science and engineering area, participants in the interactive condition were requested to explain the content of the passage to another participant next to them. In contrast, participants in the non-interactive condition were asked to record an explanation using an IC recorder by imagining that they were explaining to another person. A sheet of paper was provided to participants during the explanation, and diagram use on the paper was analyzed. The results revealed that students' diagram use in the interactive condition was higher than in the non-interactive condition. This indicates that teachers' provision of interactive communication situations can effectively promote students' likelihood of using diagrams spontaneously.",
keywords = "communicative learning situation, diagram use in explanations, learning strategies, peer interaction, spontaneous diagram construction",
author = "Yuri Uesaka and Emmanuel Manalo",
year = "2014",
doi = "10.1007/978-3-662-44043-8_14",
language = "English",
isbn = "9783662440421",
volume = "8578 LNAI",
series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",
publisher = "Springer Verlag",
pages = "93--107",
booktitle = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

}

TY - GEN

T1 - How communicative learning situations influence students' use of diagrams

T2 - Focusing on spontaneous diagram construction and protocols during explanation

AU - Uesaka, Yuri

AU - Manalo, Emmanuel

PY - 2014

Y1 - 2014

N2 - Although diagrams have been shown to be effective tools for promoting understanding and successful problem solving, students' poor diagram use has been identified as a serious issue in educational practice-related reports. To enhance students' diagram construction skills and to address problems in diagram use, creating learning situations that make it inevitable for students to use diagrams would likely be helpful. To realize this, communicative learning situations can be considered a viable option, as students would feel a greater necessity to use diagrams as a consequence of feedback they receive while explaining. Thus, this study examined the hypothesis that an interactive peer instructional learning situation would better promote students' spontaneous diagram use compared to a non-interactive situation. Eighty-eight university students were randomly assigned to one of two conditions: interactive and non-interactive. After reading a passage relating to the science and engineering area, participants in the interactive condition were requested to explain the content of the passage to another participant next to them. In contrast, participants in the non-interactive condition were asked to record an explanation using an IC recorder by imagining that they were explaining to another person. A sheet of paper was provided to participants during the explanation, and diagram use on the paper was analyzed. The results revealed that students' diagram use in the interactive condition was higher than in the non-interactive condition. This indicates that teachers' provision of interactive communication situations can effectively promote students' likelihood of using diagrams spontaneously.

AB - Although diagrams have been shown to be effective tools for promoting understanding and successful problem solving, students' poor diagram use has been identified as a serious issue in educational practice-related reports. To enhance students' diagram construction skills and to address problems in diagram use, creating learning situations that make it inevitable for students to use diagrams would likely be helpful. To realize this, communicative learning situations can be considered a viable option, as students would feel a greater necessity to use diagrams as a consequence of feedback they receive while explaining. Thus, this study examined the hypothesis that an interactive peer instructional learning situation would better promote students' spontaneous diagram use compared to a non-interactive situation. Eighty-eight university students were randomly assigned to one of two conditions: interactive and non-interactive. After reading a passage relating to the science and engineering area, participants in the interactive condition were requested to explain the content of the passage to another participant next to them. In contrast, participants in the non-interactive condition were asked to record an explanation using an IC recorder by imagining that they were explaining to another person. A sheet of paper was provided to participants during the explanation, and diagram use on the paper was analyzed. The results revealed that students' diagram use in the interactive condition was higher than in the non-interactive condition. This indicates that teachers' provision of interactive communication situations can effectively promote students' likelihood of using diagrams spontaneously.

KW - communicative learning situation

KW - diagram use in explanations

KW - learning strategies

KW - peer interaction

KW - spontaneous diagram construction

UR - http://www.scopus.com/inward/record.url?scp=84905854186&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84905854186&partnerID=8YFLogxK

U2 - 10.1007/978-3-662-44043-8_14

DO - 10.1007/978-3-662-44043-8_14

M3 - Conference contribution

SN - 9783662440421

VL - 8578 LNAI

T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

SP - 93

EP - 107

BT - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

PB - Springer Verlag

ER -