{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,3,27]],"date-time":"2025-03-27T15:09:39Z","timestamp":1743088179800,"version":"3.40.3"},"publisher-location":"Cham","reference-count":15,"publisher":"Springer International Publishing","isbn-type":[{"type":"print","value":"9783030860615"},{"type":"electronic","value":"9783030860622"}],"license":[{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2021,9,21]],"date-time":"2021-09-21T00:00:00Z","timestamp":1632182400000},"content-version":"vor","delay-in-days":263,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Using appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words \u2013 not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students\u2019 diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were used. Useful functions that the diagrams served included clarification, summarization, integration of points, and provision of additional information and\/or perspectives in visual form. However, there were also redundancies, as well as unclear, schematically erroneous, and overly complicated representations in some of the diagrams that the students constructed. These findings are discussed in terms of needs, opportunities, and challenges in instructional provision.<\/jats:p>","DOI":"10.1007\/978-3-030-86062-2_56","type":"book-chapter","created":{"date-parts":[[2021,9,21]],"date-time":"2021-09-21T02:17:10Z","timestamp":1632190630000},"page":"553-561","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work"],"prefix":"10.1007","author":[{"given":"Emmanuel","family":"Manalo","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Mari","family":"Fukuda","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2021,9,21]]},"reference":[{"key":"56_CR1","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1007\/BF01320076","volume":"3","author":"JM Clark","year":"1991","unstructured":"Clark, J.M., Paivio, A.: Dual coding theory and education. Educ. Psychol. Rev. 3, 149\u2013210 (1991)","journal-title":"Educ. Psychol. Rev."},{"key":"56_CR2","doi-asserted-by":"publisher","first-page":"312","DOI":"10.1037\/0022-0663.90.2.312","volume":"90","author":"RE Mayer","year":"1998","unstructured":"Mayer, R.E., Moreno, R.: A split-attention effect in multimedia learning: evidence for dual processing systems in working memory. J. Educ. Psychol. 90, 312\u2013320 (1998)","journal-title":"J. Educ. Psychol."},{"key":"56_CR3","series-title":"Lecture Notes in Computer Science (Lecture Notes in Artificial Intelligence)","doi-asserted-by":"publisher","first-page":"214","DOI":"10.1007\/978-3-540-32255-9_13","volume-title":"Spatial Cognition IV. Reasoning, Action, Interaction","author":"J Heiser","year":"2005","unstructured":"Heiser, J., Tversky, B.: Characterizing diagrams produced by individuals and dyads. In: Freksa, C., Knauff, M., Krieg-Br\u00fcckner, B., Nebel, B., Barkowsky, T. (eds.) Spatial Cognition 2004. LNCS (LNAI), vol. 3343, pp. 214\u2013226. Springer, Heidelberg (2005). https:\/\/doi.org\/10.1007\/978-3-540-32255-9_13"},{"issue":"6","key":"56_CR4","first-page":"174","volume":"10","author":"TA Alabsi","year":"2014","unstructured":"Alabsi, T.A., Taha, I.M.: Using drawings to facilitate communication of non Arabic and non English speaking patients in Al Medinah health care sector. J. Am. Sci. 10(6), 174\u2013190 (2014)","journal-title":"J. Am. Sci."},{"key":"56_CR5","doi-asserted-by":"publisher","first-page":"1096","DOI":"10.1126\/science.1204153","volume":"333","author":"S Ainsworth","year":"2011","unstructured":"Ainsworth, S., Prain, V., Tytler, R.: Drawing to learn in science. Science 333, 1096\u20131097 (2011)","journal-title":"Science"},{"key":"56_CR6","unstructured":"National Research Council: Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press, Washington, DC (2012)"},{"key":"56_CR7","doi-asserted-by":"publisher","first-page":"118","DOI":"10.1080\/03055698.2012.680577","volume":"39","author":"E Manalo","year":"2013","unstructured":"Manalo, E., Ueaska, Y., Kriz, S., Kato, M., Fukaya, T.: Science and engineering students\u2019 use of diagrams during note taking versus explanation. Educ. Stud. 39, 118\u2013123 (2013)","journal-title":"Educ. Stud."},{"key":"56_CR8","doi-asserted-by":"crossref","unstructured":"Tversky, B.: Visualizing thought. Top. Cogn. Sci. 3, 499\u2013535 (2011)","DOI":"10.1111\/j.1756-8765.2010.01113.x"},{"key":"56_CR9","doi-asserted-by":"publisher","first-page":"684","DOI":"10.1037\/0022-0663.91.4.684","volume":"91","author":"M Hegarty","year":"1999","unstructured":"Hegarty, M., Kozhevnikov, M.: Types of visual-spatial representations and mathematical problem solving. J. Educ. Psychol. 91, 684\u2013689 (1999)","journal-title":"J. Educ. Psychol."},{"key":"56_CR10","doi-asserted-by":"publisher","first-page":"158","DOI":"10.1006\/cogp.2000.0746","volume":"42","author":"LR Novick","year":"2001","unstructured":"Novick, L.R., Hurley, S.M.: To matrix, network, or hierarchy: that is the question. Cognitive Psychol. 42, 158\u2013216 (2001)","journal-title":"Cognitive Psychol."},{"key":"56_CR11","doi-asserted-by":"publisher","first-page":"177","DOI":"10.1080\/10986061003654240","volume":"12","author":"D Zahner","year":"2010","unstructured":"Zahner, D., Corter, J.E.: The process of probability problem solving: use of external visual representations. Math. Think. Learn. 12, 177\u2013204 (2010)","journal-title":"Math. Think. Learn."},{"key":"56_CR12","series-title":"Lecture Notes in Computer Science (Lecture Notes in Artificial Intelligence)","doi-asserted-by":"publisher","first-page":"78","DOI":"10.1007\/978-3-662-44043-8_13","volume-title":"Diagrammatic Representation and Inference","author":"E Manalo","year":"2014","unstructured":"Manalo, E., Uesaka, Y.: Students\u2019 spontaneous use of diagrams in written communication: understanding variations according to purpose and cognitive cost entailed. In: Dwyer, T., Purchase, H., Delaney, A. (eds.) Diagrams 2014. LNCS (LNAI), vol. 8578, pp. 78\u201392. Springer, Heidelberg (2014). https:\/\/doi.org\/10.1007\/978-3-662-44043-8_13"},{"key":"56_CR13","series-title":"Lecture Notes in Computer Science (Lecture Notes in Artificial Intelligence)","doi-asserted-by":"publisher","first-page":"157","DOI":"10.1007\/978-3-319-42333-3_12","volume-title":"Diagrammatic Representation and Inference","author":"E Manalo","year":"2016","unstructured":"Manalo, E., Uesaka, Y.: Hint, instruction, and practice: the necessary components for promoting spontaneous diagram use in students\u2019 written work? In: Jamnik, M., Uesaka, Y., Elzer Schwartz, S. (eds.) Diagrams 2016. LNCS (LNAI), vol. 9781, pp. 157\u2013171. Springer, Cham (2016). https:\/\/doi.org\/10.1007\/978-3-319-42333-3_12"},{"key":"56_CR14","doi-asserted-by":"publisher","first-page":"65","DOI":"10.1111\/j.1551-6708.1987.tb00863.x","volume":"11","author":"JH Larkin","year":"1987","unstructured":"Larkin, J.H., Simon, H.A.: Why a diagram is (sometimes) worth ten thousand words. Cognitive Sci. 11, 65\u201399 (1987)","journal-title":"Cognitive Sci."},{"key":"56_CR15","doi-asserted-by":"crossref","unstructured":"Vygotsky, L.: Studies in communication. In: Hanfmann, E., Vakar, G. (eds.) Thought and Language. MIT Press, Cambridge (1962)","DOI":"10.1037\/11193-000"}],"container-title":["Lecture Notes in Computer Science","Diagrammatic Representation and Inference"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/978-3-030-86062-2_56","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2021,9,21]],"date-time":"2021-09-21T02:28:48Z","timestamp":1632191328000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/978-3-030-86062-2_56"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021]]},"ISBN":["9783030860615","9783030860622"],"references-count":15,"URL":"https:\/\/doi.org\/10.1007\/978-3-030-86062-2_56","relation":{},"ISSN":["0302-9743","1611-3349"],"issn-type":[{"type":"print","value":"0302-9743"},{"type":"electronic","value":"1611-3349"}],"subject":[],"published":{"date-parts":[[2021]]},"assertion":[{"value":"21 September 2021","order":1,"name":"first_online","label":"First Online","group":{"name":"ChapterHistory","label":"Chapter History"}},{"value":"Diagrams","order":1,"name":"conference_acronym","label":"Conference Acronym","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"International Conference on Theory and Application of Diagrams","order":2,"name":"conference_name","label":"Conference Name","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"2021","order":5,"name":"conference_year","label":"Conference Year","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"28 September 2021","order":7,"name":"conference_start_date","label":"Conference Start Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"30 September 2021","order":8,"name":"conference_end_date","label":"Conference End Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"12","order":9,"name":"conference_number","label":"Conference Number","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"diagrams2021","order":10,"name":"conference_id","label":"Conference ID","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"http:\/\/www.diagrams-conference.org\/2021\/","order":11,"name":"conference_url","label":"Conference URL","group":{"name":"ConferenceInfo","label":"Conference Information"}}]}}