How diagram interaction supports learning: Evidence from think alouds during intelligent tutoring

Abstract

The goal of this research was to explore the impact of diagram interaction on students' cognitive processes during learning. Using a think-aloud protocol, students' processes were studied as they practiced problem solving with an intelligent tutoring system containing diagrams that were either static or interactive. Diagram interaction resulted in better transfer performance, prompted deeper cognitive processing, and reduced students' reliance on shallow problem-solving processes. © 2010 Springer-Verlag.