Document Type
Conference Proceeding
Publication Date
6-30-2016
Publication Title
Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016
Volume
1
First Page
98
Last Page
105
Abstract
In this experiment, we integrated two learning methods – subgoal learning and constructive learning – to explore their interactions and effects on solving computer programming problems. We taught learners to solve problems using worked example and practice problem pairs with one of three kinds of instructional design that either did not highlight the subgoals, described the subgoals, or prompted participants to describe the subgoals for themselves. In addition, we varied the distance of transfer between the worked example and practice problem pairs. We found that instructions that highlighted subgoals improved performance on later problem solving tasks. The groups that performed best were those that received subgoal descriptions with farther transfer between examples and practice problems and those that described subgoals for themselves with nearer transfer.
Recommended Citation
Margulieux, Lauren E.; Morrison, Briana B.; and Catrambone, Richard, "Training Learnings to Self-Explains: Designing Instructions and Examples to Improve Problem Solving" (2016). Computer Science Faculty Publications. 78.
https://digitalcommons.unomaha.edu/compscifacpub/78
Comments
Permission to deposit granted by ISLS (International Society of the Learning Sciences). Copyright is held by ISLS. Access to this paper can be found at https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1_30June2016.pdf and access to the proceedings can be found here https://www.isls.org/icls/2016/