Abstract
We examine whether there are differences between students regarding the utility of learning from visual representations (illustrations or graphs) within the context of a typed natural language-based conceptual physics tutoring system. Showing half of the students only illustrations and the other half only graphs, we found that novices benefited from illustrations, whereas non-novices showed no difference.
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Lipschultz, M., Litman, D. (2013). Illustrations or Graphs: Some Students Benefit from One over the Other. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_103
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DOI: https://doi.org/10.1007/978-3-642-39112-5_103
Publisher Name: Springer, Berlin, Heidelberg
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