\nHow Model Based Text Visualizations Facilitate Learning in Reading Comprehension Tasks<\/p>\n\n\t
Abstract<\/em> 35.45pt”> Und noch ein Poster konnte aufgehängt und mannigfach diskutiert werden (ein Foto fehlt zwar, würde aber andererseits auch keine gut aussehenden Frauen enthalten, also ist’s bestimmt nicht so schlimm). Reading with the Guide of Automated Graphical Representations How Model Based Text Visualizations Facilitate Learning in Reading Comprehension Tasks Abstract Our research interest aims to integrate […]<\/p>\n ","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[3],"tags":[],"_links":{"self":[{"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/posts\/479"}],"collection":[{"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/comments?post=479"}],"version-history":[{"count":0,"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/posts\/479\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/media?parent=479"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/categories?post=479"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.schattenreigen.de\/schattenlog\/wp-json\/wp\/v2\/tags?post=479"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nOur research interest aims to integrate automated natural language-oriented assessment and analysis methodologies into feasible reading comprehension tasks. With the newly developed T-MITOCAR toolset, prose text can be automatically converted into a graph-like concept map. The “text to graph” feature of the software is based on several parsing heuristics and can be used both to assess the learner’s understanding by generating graphical information from his or her text and to generate conceptual graphs from text which are used as learning materials. An international study on three different subject domains raises high hopes for the efficiency and feasibility of the learning materials produced by T-MITCAR. The software will be further developed and implemented with interfaces to selected research tools.
\n![\"Link\"](\"\/pic\/buch.gif\")
Pirnay<\/del>Dummer, P., Ifenthaler, D., Johnson, T.E. (2008). <\/span>Reading with the Guide of Automated Graphical Representations. How Model Based Text Visualizations Facilitate Learning in Reading Comprehension Tasks<\/span><\/em>, Poster presented to the AERA 2008<\/span>, Motivation & Emotions: Considerations of Self, Contexts, Classrooms, & Control