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Continuing work is described that is aimed at developing a model and a computer‐based simulation of a student learning to model which has the potential for providing better computer‐based support in the future — both in respect of providing improved quality dialogues and in terms of comprehending the student's activities. Such a model needs to take into account factors such as individual differences, task requirements and the context in which the student is working. The current (implemented) model focuses on how individual students build a model of energy flow. The recent work outlined here is aimed at extending the model to include two further issues connected with aspects of the student's environment: how collaboration with another student in the model building process affects the processes of learning and problem solving, and how the diagrammatic representations utilised affect model building. A brief review is given of the progress made in implementing this model.
Brna et al. (Mon,) studied this question.