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

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

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  • 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