The visual display of quantitative information
The visual display of quantitative information
The transfer of cognitive skill
The transfer of cognitive skill
Mind Bugs: The Origins of Procedural Misconceptions
Mind Bugs: The Origins of Procedural Misconceptions
Do Performance Goals Lead Students to Game the System?
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
From Cognitive to Pedagogical Knowledge Models in Problem-Solving ITS Frameworks
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Does the length of time off-task matter?
Proceedings of the 2nd International Conference on Learning Analytics and Knowledge
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Students often fail to learn crucial distinctions between different representations of data. For instance, many students learning about scatterplots consistently create representations which have the surface features of scatterplots but with informational content more appropriate for discrete bar graphs. Schwartz and Bransford (1998) have found that combining feature-based conceptual instruction with contrasting cases is an effective way to help students make conceptual distinctions. We adapt their approach to the domain of data representation and incorporate it into a cognitive tutoring curriculum. We show that this new curriculum improves learning more than a curriculum where the contrasts are not present.