Abstract
Developing the capabilities to read and comprehend text is fundamental for the development of children. Traditionally, the comprehension process is stimulated by educational interventions carried out by primary school educators, who aim, e.g., at retracing temporal relations among main events of a story. While a dual-coding approach pairing verbal and pictorial information proves to be successful, existing proposals for the visualization of a story’s events and their relationships seems dedicated mostly to computational linguists or information engineers rather than children and educators. The FP7 European project TERENCE faced this issue creating the first adaptive learning system for text comprehension for primary school children. The paper, after a review on the state-of-art of visual representation of temporal relations, discusses the TERENCE choices for achieving a children-oriented approach.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
References
Aigner, W., Miksch, S., Muller, W., Schumann, H., Tominski, C.: Visualizing Time-Oriented Data, A Systematic View. J. Computers and Graphics 31, 401–409 (2007)
Allen, J.F.: Maintaining Knowledge about Temporal Intervals. ACM Comm. 26, 832–843 (1983)
Arfé, B., Oakhill, J., Pianta, E.: The Text Simplification in TERENCE. In: Di Mascio, T., Gennari, R., Vitorini, P., Vicari, R., de la Prieta, F. (eds.) Methodologies and Intelligent Systems for Technology Enhanced Learning. AISC, vol. 292, pp. 165–172. Springer, Heidelberg (2015)
Brusilovsky, P., Millán, E.: User Models for Adaptive Hypermedia and Adaptive Educational Systems. In: Brusilovsky, P., Kobsa, A., Nejdl, W. (eds.) Adaptive Web 2007. LNCS, vol. 4321, pp. 3–53. Springer, Heidelberg (2007)
Cain, K., Nash, H.M.: The Influence of Connectives on Young Readers’ Processing and Comprehension of Text. J. of Educational Psychology 103, 429–441 (2011)
Cain, K., Oakhill, J.V., Elbro, C.: The Ability to Learn New Word Meanings from Context by School-Age Children with and Without Language Comprehension Difficulties. J. of Child Language 30, 681–694 (2003)
Catarci, T., Fernandes Silva, S.: Visualization of Linear Time-Oriented Data: a Survey. In: Proceedings of the First International Conference on Web Information Systems Engineering, pp. 310–319. ACM Press (2000)
Cecilia, M.R., Di Mascio, T., Tarantino L., Vittorini, P.: Designing TEL products for poor comprehenders: evidences from the evaluation of TERENCE. Interaction Design and Architecture, Special Issue on The Design of TEL with Evidence and Users (in press)
Chittaro, L., Combi, C.: Representation of Temporal Intervals and Relations: Information Visualization Aspects and their Evaluation. In: Proceedings of the 8th International Symposium on Temporal Representation and Reasoning, pp. 13–20. IEEE Press, Los Alamitos (2001)
Di Mascio, T., De Gasperis, G., Florio, N.: TATOT: a viewer for annotate stories. In: Proceedings of ITAIS (2011), http://www.cersi.it/itais2011/pdf/72.pdf
Di Mascio, T., Gennari, R., Melonio, A., Tarantino, L.: Supporting children in mastering temporal relations of stories: the TERENCE learning approach. Intl. J. on Distance Education Technology, Special Issue on The Design of TEL with Evidence and Users (in press)
Fails, J.A., Karlson, A., Shahamat, L., Shneiderman, B.: A Visual Interface for Multivariate Temporal Data: Finding Patterns of Events across Multiple Histories. In: Wong, P.C., Keim, D.A. (eds.) Visual Analytics Science and Technology, pp. 167–174. IEEE Press (2006)
Ge, F., Xuehong, T.: Temporal Reasoning on Daily Events in Primary School Pupils. Acta Psychological Sinica 34, 604–610 (2002)
Hajnicz, E.: Time Structures: Formal Description and Algorithmic Representation. LNCS (LNAI), vol. 1047. Springer, Heidelberg (1996)
Hibino, S., Rundensteiner, E.A.: User Interface Evaluation of a Direct Manipulation Temporal Visual Query Language. In: Proceedings of the ACM Conference on Multimedia, pp. 99–107. ACM Press (1997)
McColgan, K., McCormack, T.: Searching and Planning: Young Children’s Reasoning about Past and Future Event Sequences. Child Development 2, 1477–1497 (2008)
Nanjappa, A., Grant, M.M.: Constructing on constructivism: The role of technology. Electronic Journal for the Integration of Technology in Education 2, 38–56 (2003)
Paivio, A.: Dual-coding Theory: Retrospect and Current Status. Canadian Journal of Psychology 45, 255–287 (1991)
Trabasso, T., Van den Broek, T.: Causal Thinking and the Representation of Narrative Events. J. of Memory and Language 24, 612–630 (1985)
Valeriani, A.: Ermeneutica retorica ed estetica nell’insegnamento verso l’oriente del testo. Andromeda, Teramo (1986)
Verhagen, M.: Drawing TimeML Relations with TBox. In: Schilder, F., Katz, G., Pustejovsky, J. (eds.) Annotating, Extracting and Reasoning about Time and Events. LNCS (LNAI), vol. 4795, pp. 7–28. Springer, Heidelberg (2007)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Di Mascio, T., Tarantino, L. (2015). Towards Children-Oriented Visual Representations for Temporal Relations. In: Mascio, T., Gennari, R., Vittorini, P., De la Prieta, F. (eds) Methodologies and Intelligent Systems for Technology Enhanced Learning. Advances in Intelligent Systems and Computing, vol 374. Springer, Cham. https://doi.org/10.1007/978-3-319-19632-9_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-19632-9_11
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-19631-2
Online ISBN: 978-3-319-19632-9
eBook Packages: EngineeringEngineering (R0)