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1. Students’ self-regulated use of diagrams in a choice-based intelligent tutoring system

   Nagashima, T.; Tseng, S.; Ling, E.; Bartel, A. N.; Vest, N. A.; Silla, E. M.; Alibali, M. W.; Aleven, V. (June 2022, Proceedings of the 16th International Conference of the Learning Sciences , ICLS 2022)

   Chinn, C.; Tan, E.; Chan, C.; Kali, Y. (Ed.)

   Learners’ choices as to whether and how to use visual representations during learning are an important yet understudied aspect of self-regulated learning. To gain insight, we developed a choice-based intelligent tutor in which students can choose whether and when to use diagrams to aid their problem solving in algebra. In an exploratory classroom study with 26 students, we investigated how learners choose diagrams and how their choice behaviors relate to learning outcomes. Students who proactively chose to use diagrams achieved higher learning outcomes than those who reactively used diagrams when they made incorrect attempts. This study contributes to understanding of self-regulated use of visual representations during problem solving. 

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2. Promoting students’ self-regulated choices in learning with visual representations in intelligent tutoring software

   Nagashima, T.; Zheng, B.; Tseng, S.; Ling, E.; Aleven, V. (January 2023, Proceedings of the Annual Meeting for the International Society of the Learning Sciences (ISLS2023))

   Although students’ self-regulated learning has been studied extensively, past research has not investigated students’ fine-grained, self-regulated choice-making processes during learning with visual representations and strategies to support such processes. We conducted design and experimental studies with 148 students to develop and evaluate an intervention package for supporting students’ self-regulated choice-making in using diagrammatic scaffolding in algebra tutoring software. A classroom experiment showed that students with the intervention learned greater conceptual and procedural knowledge in algebra than students in the control condition whose choices were not supported. Also, students with the intervention chose to use diagrams less frequently overall but showed distinctive use patterns that changed over time, indicating a form of self-regulated diagram use. This study demonstrates the importance of understanding and supporting choice behaviors that change over time during learning, going beyond simply measuring the frequency of choice behaviors and encouraging students to engage in these behaviors more frequently. 

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3. Promoting students’ self-regulated learning choices with diagrams in intelligent tutoring software

   Nagashima, T.; Zheng, B.; Tseng, S.; Ling E.; Aleven, V. (June 2023, Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023)

   Blikstein, P.; Van Aalst, J.; Kizito, R.; & Brennan, K. (Ed.)

   Although students’ self-regulated learning has been studied extensively, past research has not investigated students’ fine-grained, self regulated choice-making processes during learning with visual representations and strategies to support such processes. We conducted design and experimental studies with 148 students to develop and evaluate an intervention package for supporting students’ self-regulated choice-making in using diagrammatic scaffolding in algebra tutoring software. A classroom experiment showed that students with the intervention learned greater conceptual and procedural knowledge in algebra than students in the control condition whose choices were not supported. Also, students with the intervention chose to use diagrams less frequently overall but showed distinctive use patterns that changed over time, indicating a form of self-regulated diagram use. This study demonstrates the importance of understanding and supporting choice behaviors that change over time during learning, going beyond simply measuring the frequency of choice behaviors and encouraging students to engage in these behaviors more frequently. 

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4. Enhancing conceptual knowledge in early algebra through scaffolding diagrammatic self-explanation

   Nagashima, T. (January 2020, 14th International Conference of the Learning Sciences (ICLS) 2020)

   Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students explain their problem-solving steps in the form of diagrams. We used contrasting cases to support students’ sense-making between algebraic equations and diagrams in the self-explanation activity. We conducted a classroom experiment with 41 students in grades 5 and 6 to test the effectiveness of this strategy when embedded in an Intelligent Tutoring System for algebra. We found that scaffolded diagrammatic self-explanation enhanced conceptual knowledge for students who did not have prior knowledge of formal equation-solving strategies. The study is the first experimental study showing that visual representations can enhance conceptual knowledge in early algebra. 

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5. Enhancing Conceptual Knowledge in Early Algebra Through Scaffolding Diagrammatic Self-explanation

   Nagashima, T; Bartel, A.; Silla, E.; Vest, N.; Alibali, M.; Aleven, V. (January 2020, The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020)

   Gresalfi, M.; Horn, I. S. (Ed.)

   Many studies have shown that visual representations can enhance student understanding of STEM concepts. However, prior research suggests that visual representations alone are not necessarily effective across a broad range of students. To address this problem, we created a novel, scaffolded form of diagrammatic self-explanation in which students explain their problem-solving steps in the form of diagrams. We used contrasting cases to support students’ sense-making between algebraic equations and diagrams in the self-explanation activity. We conducted a classroom experiment with 41 students in grades 5 and 6 to test the effectiveness of this strategy when embedded in an Intelligent Tutoring System for algebra. We found that scaffolded diagrammatic self-explanation enhanced conceptual knowledge for students who did not have prior knowledge of formal equation-solving strategies. The study is the first experimental study showing that visual representations can enhance conceptual knowledge in early algebra. 

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