Exploring creative thinking in graphically mediated synchronous dialogues
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The four studies reviewed focused on the utilization of modelling to support general reasoning, while the reasoning model should be largely domain-specific.
“e four studies reviewed focused on the utilization of modelling to support general reasoning, while the reasoning model should be largely domain-specific [24,39,40,42].”
From A Review of Artificial Intelligence (AI) in Education from 2010 to 2020 (2021) · cites this paper as [42]
Cites
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Using Machine Learning Techniques to Analyze and Support Mediation of Student E-Discussions
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Self-citationComputer supported moderation of e-discussions
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Self-citationHelping Teachers Handle the Flood of Data in Online Student Discussions
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Self-citation
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Cited by
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A Review of Artificial Intelligence (AI) in Education from 2010 to 2020
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J.-B., Yuan, J., & Li, Y. (2021) · Complexity · doi:10.1155/2021/8812542 · Cited by 1,364 · see citing works
“However, using AI techniques, including visualization and hierarchical reasoning modelling, may be inadequate to support reasoning. four studies reviewed focused on the utilization of modelling to support general reasoning, while the reasoning model should be largely domain-specific [24, 39, 40, 42].”
MethodOnline moderation of synchronous e-argumentation
Asterhan, C. S. C., & Schwarz, B. B. (2010) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-010-9088-2 · Cited by 82 · see citing works
Promoting critical, elaborative discussions through a collaboration script and argument diagrams
Scheuer, O., McLaren, B. M., Weinberger, A., & Niebuhr, S. (2014) · Instructional Science · doi:10.1007/s11251-013-9274-5 · Cited by 61 · see citing works
Self-citationTao, Y., Wang, D., & Chen, G. (2026) · British Educational Research Journal · doi:10.1002/berj.70031 · Cited by 6 · see citing works
- Authors
- Wegerif, R., McLaren, B. M., Chamrada, M., Scheuer, O., Mansour, N., Mikšátko, J., & Williams, M.
- Affiliations
- University of Exeter (GB)
- German Research Centre for Artificial Intelligence (DE)
- Corresponding author
- Wegerif, Rupert
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2010-04
- Volume
- 54
- Issue
- 3
- Pages
- 613-621
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W2128113592
- Cited by
- 65
- References
- 25
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 1 · 2023: 3 · 2022: 2 · 2021: 1 · 2020: 5 · 2019: 8 · 2018: 3 · 2017: 1 · 2016: 2 · 2015: 8 · 2014: 4 · 2013: 6 · 2012: 5
- FWCI
- 5.92
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers & Education (publishedVersion)
- Figshare (submittedVersion)
- Open Research Exeter (University of Exeter) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Keywords
- creative thinking, online discourse, critical thinking, disagreement
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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