Diagram Interaction During Intelligent Tutoring in Geometry: Support for Knowledge Retention and Deep Understanding

Prior research has shown that skilled problem solvers often use features of visual representations to cue relevant knowledge, but little is known about how to support learners in developing connections between visual and verbal knowledge components. In this research, we investigated two methods to support focus on key visual features during problem solving in an intelligent tutor: 1) student interaction with diagrams during problem solving, and 2) student explanations that connected diagram features to geometry rules at each problem-solving step. Research was conducted in 10 grade classrooms using an experimental version of the Geometry Cognitive Tutor. Interaction with diagrams promoted long-term retention of problem-solving skills and supported deep understanding of geometry rules, as evidenced by items testing transfer and visual-verbal knowledge integration. Diagram-rule explanations did not significantly influence learning. Findings suggest that student focus on relevant visual information should be carefully integrated into problem-solving practice to support robust learning.