Using CogSketch to Support Student Science Learning Through Sketching With Automatic Feedback

• In Event: Roundtable Session 27
  In Roundtable Session: Exploring New Ways to Approach and Understand Technology Integration

Abstract

Research shows that students can build scientific knowledge by completing science diagrams. Furthermore, active feedback has been shown to be important for student learning. However, practical considerations make feedback an infrequent feature of research into student learning through drawing. We tested the effectiveness of a feature of the sketch understanding program CogSketch called worksheets in helping students refine their knowledge of the circulatory system, and used process data to examine how artificial-intelligence-based feedback affected learning outcomes. Students increased their understanding of the circulatory system when learning with CogSketch. Three clusters of learners were identified, showing differential learning.

Authors

• Brian William Miller, Towson University

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Nora Newcombe, Temple University

• Maria D Chang, Northwestern University

• Kenneth D. Forbus, Northwestern University