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  1. International Journal of Artificial Intelligence in Education
  2. International Journal of Artificial Intelligence in Education : Volume 27
  3. International Journal of Artificial Intelligence in Education : Volume 27, Issue 4, December 2017
  4. The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing
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International Journal of Artificial Intelligence in Education : Volume 27
International Journal of Artificial Intelligence in Education : Volume 27, Issue 4, December 2017
Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing
The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing
Assessing Students’ Use of Evidence and Organization in Response-to-Text Writing: Using Natural Language Processing for Rubric-Based Automated Scoring
Designing Automated Guidance to Promote Productive Revision of Science Explanations
Different Approaches to Assessing the Quality of Explanations Following a Multiple-Document Inquiry Activity in Science
Reflective Writing About the Utility Value of Science as a Tool for Increasing STEM Motivation and Retention – Can AI Help Scale Up?
International Journal of Artificial Intelligence in Education : Volume 27, Issue 3, September 2017
International Journal of Artificial Intelligence in Education : Volume 27, Issue 2, June 2017
International Journal of Artificial Intelligence in Education : Volume 27, Issue 1, March 2017
International Journal of Artificial Intelligence in Education : Volume 26
International Journal of Artificial Intelligence in Education : Volume 25
International Journal of Artificial Intelligence in Education : Volume 24
International Journal of Artificial Intelligence in Education : Volume 23

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The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing

Content Provider Springer Nature Link
Author Lippman, Jordan Barstow, Brendan Fazio, Lisa Schunn, Christian D. Falakmasir, Mohammad Ashley, Kevin D.
Copyright Year 2016
Abstract Argument diagramming is the process of spatially representing an argument by its component parts and their relationships. A growing body of evidence supports the use of argument diagramming to aid student learning and writing within disciplines including science education. However, most of these studies have focused on basic contrasts between diagramming and no diagramming. The purpose of this study was to learn how different diagramming frameworks affect the benefits afforded by argument diagramming. Three groups of undergraduate students in psychology research methods lab courses were given either no diagramming support, support with a domain-general framework, or support with a domain-specific framework to help them write a research paper introduction. Students given any diagramming support included more relevant citations and considered opposing citations in their papers. Students using the domain-specific framework wrote more about the scientific validity of cited studies than the other two groups, whereas students using the domain-general framework trended towards included more supporting citations.
Starting Page 671
Ending Page 693
Page Count 23
File Format PDF
ISSN 15604292
Journal International Journal of Artificial Intelligence in Education
Volume Number 27
Issue Number 4
e-ISSN 15604306
Language English
Publisher Springer New York
Publisher Date 2016-12-28
Publisher Institution International AIED Society
Publisher Place New York
Access Restriction One Nation One Subscription (ONOS)
Subject Keyword Argument diagram Educational intervention Educational Technology User Interfaces and Human Computer Interaction Writing instruction Artificial Intelligence (incl. Robotics) Representation Computers and Education Science instruction
Content Type Text
Resource Type Article
Subject Education Computational Theory and Mathematics E-learning
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