Developing the capabilities to read and comprehend text is fundamental for the development of children. Traditionally, the comprehension process is stimulated by educational interventions carried out by primary school educators, who aim, e.g., at retracing temporal relations among main events of a story. While a dual-coding approach pairing verbal and pictorial information proves to be successful, existing proposals for the visualization of a story's events and their relationships seems dedicated mostly to computational linguists or information engineers rather than children and educators. The FP7 European project TERENCE faced this issue creating the first adaptive learning system for text comprehension for primary school children. The paper, after a review on the state-of-art of visual representation of temporal relations, discusses the TERENCE choices for achieving a children-oriented approach.

Towards Children-Oriented Visual Representations for Temporal Relations

Tania Di Mascio;TARANTINO, Laura
2015

Abstract

Developing the capabilities to read and comprehend text is fundamental for the development of children. Traditionally, the comprehension process is stimulated by educational interventions carried out by primary school educators, who aim, e.g., at retracing temporal relations among main events of a story. While a dual-coding approach pairing verbal and pictorial information proves to be successful, existing proposals for the visualization of a story's events and their relationships seems dedicated mostly to computational linguists or information engineers rather than children and educators. The FP7 European project TERENCE faced this issue creating the first adaptive learning system for text comprehension for primary school children. The paper, after a review on the state-of-art of visual representation of temporal relations, discusses the TERENCE choices for achieving a children-oriented approach.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11697/26695
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