Skip to content
BlogProductFor institutions

A picture a learner cannot move is a slide with extra steps.

An image model draws something that looks like a circuit. A parameterised template draws the circuit, and the learner can change it.

6 min read

Ask a general image model for a free-body diagram and you will get an image with the aesthetic of a free-body diagram: arrows of plausible length, labels that are nearly words, an angle that is nearly the one you asked for. It is convincing at a glance and it is not checkable, because nothing in the pipeline knows what the arrows mean.

We generate visuals from typed parameters instead. The tutor chooses a template and fills in values; the client draws it. The picture is therefore correct by construction in the same way a plotted function is, and it can be manipulated afterwards because the parameters still exist.

Correct by construction, and therefore interactive

Once a diagram is data rather than pixels, interaction is nearly free. A learner can drag a point on a graph, re-run a reaction, change a resistance, or reveal one anatomical label at a time. None of that is possible with a rendered image, and all of it is where the teaching actually happens — the moment a learner changes something and the picture disagrees with what they expected.

It also means the same visual can be produced by a typed question or a spoken one, because both paths end at the same structured action rather than at two different renderers.

The cost of the approach is coverage, and we state it

A template has to exist before it can be drawn. That is the honest trade: an image model will attempt anything and be unreliable; a template library will refuse anything outside it and be exact within it. We think exact-within-a-known-boundary is the right side of that trade for assessment-adjacent material, and the boundary is a real limitation rather than a rhetorical one.

Where no template fits, the tutor falls back through a declared order — interactive first, then verified static, then animated, then a flowchart — rather than silently producing something decorative.

One canvas, whichever way the question was asked

A subtler failure we had to fix: a diagram that appeared in one place when a learner typed and a different place when they spoke. Two behaviours for one product reads as a bug even when both work. Pictures now land in one region with a reference from the answer that asked for them.

What this rests on

  • Interactive STEM visuals — graphs, geometry, circuits, reactions — that the learner can manipulate54 STEM diagrams and 27 interactive ones ship today, and every one is re-drawn and checked before a release.
  • Interactive anatomy diagrams with tap-to-reveal labelling for active recallSix anatomy diagrams ship today, each one a labelling task the learner completes rather than a picture to look at.
  • Talk to the tutor out loud, interrupt it, and be understoodThe realtime voice loop ships today and is exercised before every release.