Anticipatory diagrammatic self-explanation
One of the persistent instructional challenges is how to scaffold student learning and performance (or learning processes). Studies on self-explanation (Chi et al., 1989) have not fully explored how self-explanation activities can be scaffolded so that students can both learn and perform well. In this project, we designed a novel form of self-explanation called “anticipatory diagrammatic self-explanation”. In anticipatory diagrammatĂ„ic self-explanation, students are asked to infer a good next problem-solving step before working on the step.Â
The interaction and interface design is based on the co-design work with middle-school teachers and user-testing with middle schoolers.
A series of classroom studies with middle schools showed that anticipatory diagrammatic self-explanation supports students’ effective learning and efficient problem-solving performance while using the software.
Papers from this project
- Nagashima, T., Zheng, B., Tseng, S., Ling, E., & Aleven, V. (2023). Promoting studentsâ self-regulated choices in learning with visual representations in intelligent tutoring software. In Proceedings of the Annual Meeting for the International Society of the Learning Sciences (ISLS2023), Montreal, Canada. [pdf]
- Nagashima, T., Ling, E., Zheng, B., Bartel, A. N., Silla, E. M., Vest, N. A., Alibali, M. W., & Aleven, V. (2022). How does sustaining and interleaving visual scaffolding help learners? A classroom study with an Intelligent Tutoring System. In Proceedings of the 44th Annual Meeting of the Cognitive Science Society (CogSci2022). Cognitive Science Society. [link]
- Nagashima, T., Bartel, A. N., *Tseng, S., Vest, N.A., Silla, E. M., Alibali, M. W., & Aleven, V. (2021). Scaffolded self-explanation with visual representations promotes efficient learning in early algebra. In Proceedings of the Annual Meeting of the Cognitive Science Society (CogSci2021). [link]
- Nagashima, T., Bartel, A. N., *Yadav, G., *Tseng, S., Vest, N. A., Silla, E. M., Alibali, M. W., & Aleven, V. (2021). Using anticipatory diagrammatic self-explanation to support learning and performance in early algebra. In Proceedings of the Annual Meeting of the International Society of the Learning Sciences (ISLS2021), Bochum, Germany [acceptance rate: 33%]. Best Design Paper Nominee. [link]