Journal of Artificial Intelligence in Education
A dual-space model of iteratively deepening exploratory learning
International Journal of Human-Computer Studies - Special issue: the role of cognitive science in human-computer interaction
A comprehension-based model of exploration
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Collaboration in a Virtual World: Support for Conceptual Learning?
Education and Information Technologies
Visualizing Non-subordination and Multidominance in Tree Diagrams: Testing Five Syntax Tree Variants
Diagrams '08 Proceedings of the 5th international conference on Diagrammatic Representation and Inference
Conceptual representations enhance knowledge construction in asynchronous collaboration
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
Knowledge eCommons: merging computer conferencing and wikis
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 2
International Journal of Mobile Learning and Organisation
SketchNode: intelligent sketching support and formal diagramming
Proceedings of the 22nd Conference of the Computer-Human Interaction Special Interest Group of Australia on Computer-Human Interaction
The "Map" in the mental map: Experimental results in dynamic graph drawing
International Journal of Human-Computer Studies
Socially augmented argumentation tools: Rationale, design and evaluation of a debate dashboard
International Journal of Human-Computer Studies
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This paper looks at the particular role which diagrammatic representations, and external representations more generally, play within an educational context. In particular, it considers the way in which the demands on diagrammatic representational systems in educational settings differ with respect to other settings (e.g. professional): in some instances, these demands are increased, while in others, the demands are markedly different.The paper considers three key issues: the question of whether diagrams make certain tasks easier (and whether this is desirable from an educational point of view), the generalisation and transfer of diagrammatic skills once learnt, and the possible problems associated with simultaneously learning domain knowledge and a novel representational system.The paper then considers a number of sub-issues, and concludes by highlighting areas of particular interest for future AI research.