Student´s Usage of Multiple Linked Argument Representations in LARGO

dc.contributor.author	Pinkwart, Niels	de_DE
dc.contributor.author	Lynch, Collin	de_DE
dc.contributor.author	Ashley, Kevin	de_DE
dc.contributor.author	Aleven, Vincent	de_DE
dc.contributor.editor	Gross, Tom	de_DE
dc.date.accessioned	2017-11-22T14:47:19Z
dc.date.available	2017-11-22T14:47:19Z
dc.date.issued	2007
dc.description.abstract	The intelligent tutoring system LARGO allows law students to annotate a transcript of an oral argument using diagrams which can be linked to text portions. LARGO analyzes diagrams and gives feedback to support students’ reflection. The feedback mechanisms rely on certain hypotheses about the interaction between the student and the system. In particular, a linear working mode (from beginning to end of the transcript) and a consistent and correct linking of diagram elements to the text are assumed. Based on an empirical study, this paper argues that the design of LARGO is functional and that the central interaction hypotheses are confirmed	de_DE
dc.identifier.isbn	978-3-486-58496-7
dc.identifier.uri	https://dl.gi.de/handle/20.500.12116/7261
dc.language.iso	en
dc.publisher	Oldenbourg Verlag	de_DE
dc.relation.ispartof	Mensch und Computer 2007: Interaktion im Plural	de_DE
dc.title	Student´s Usage of Multiple Linked Argument Representations in LARGO	de_DE
dc.type	design	de_DE
gi.citation.endPage	250
gi.citation.publisherPlace	München	de_DE
gi.citation.startPage	245
gi.conference.sessiontitle	Visualisierung und Darstellung	de_DE
gi.document.quality	digidoc	en_US

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