Ringenberg Examples-as-Help - Revision history

Michael-Ringenberg: /* Independent variables */

2008-10-08T15:40:19Z

Independent variables

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	; Problem Statement : In the circuit below, the current through the resistor rises from zero at 0.0 s to 40% of its maximum value at 4.0 s. The inductor has a self-inductance of 10H and the battery has a Vb of 12 V. What is the resistance of R1? What is the current through R1 at 4.0 s?		; Problem Statement : In the circuit below, the current through the resistor rises from zero at 0.0 s to 40% of its maximum value at 4.0 s. The inductor has a self-inductance of 10H and the battery has a Vb of 12 V. What is the resistance of R1? What is the current through R1 at 4.0 s?
	[[Image:LR1.~~png~~]]		[[Image:LR1.jpg]]
	; Solution		; Solution
	: '''Variables'''		: '''Variables'''

Michael-Ringenberg: /* Independent variables */

2008-10-08T15:17:21Z

Independent variables

← Older revision		Revision as of 15:17, 8 October 2008
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	When they clicked on the "Done" button the example or the hint would disappear, then they would be back in problem solving mode. Thus, Examples students could not easily copy steps from the example to the problem they were solving.		When they clicked on the "Done" button the example or the hint would disappear, then they would be back in problem solving mode. Thus, Examples students could not easily copy steps from the example to the problem they were solving.

			Figure 1: A screenshot of Andes Physics Workbench
			[[Image:AndesScreenLR1b.jpg]]

			Figure 2: A worked-out example. A window would pop-up containing a relevant example if a participant in the experimental condition asked for help while solving problems in Andes. This is the example that was paired with the problem in Figure 1. Each '''Source''' field in the equation table was either a list of the indexes to the equations combined or simplified to produce the given equation or the name of the principle used. The principle name were linked to a textbook page covering the topic and the pages were available to all participants. The ''italic'' text in the '''Source''' field was a tooltip that would appear if the participant moused over the source. Bold equations indicate sought quantities.
			{\| border="1" cellspacing="0" cellpadding="5" align="center"
			\|
			; Problem Statement : In the circuit below, the current through the resistor rises from zero at 0.0 s to 40% of its maximum value at 4.0 s. The inductor has a self-inductance of 10H and the battery has a Vb of 12 V. What is the resistance of R1? What is the current through R1 at 4.0 s?
			[[Image:LR1.png]]
			; Solution
			: '''Variables'''
			:* T0 = switch is closed
			:* T1 = 4.0 s later
			:* T2 = "infinity" (a long time later)
			:* L1 = inductance of L1
			:* R1 = Resistance of R1
			:* Vb = Voltage across BaE1 at time T0 to T2
			:* τ = time constant of circuit containing L1
			:* t = duration of time from T0 to T1
			:* I1 = Current through R1 at time T1
			:* I2 = Current through R1 at time T2
			: '''Equations'''
			{\| border="1" cellspacing="0" cellpadding="5" align="center"
			!
			! Equation
			! Source
			\|-
			\| 1.
			\| L1 = 10 H
			\| Given ''(This information is from the problem statement)''
			\|-
			\| 2.
			\| Vb = 12 V
			\| Given ''(This information is from the problem statement.)''
			\|-
			\| 3.
			\| t = 4 s
			\| Given ''(This information is from the problem statement.)''
			\|-
			\| 4.
			\| L1 = 10 H
			\| Given ''(This information is from the problem statement.)''
			\|-
			\| 5.
			\| I1 = 0.4 * I2
			\| Given ''(This information is from the problem statement.)''
			\|-
			\| 6.
			\| I1 = I2 * (1-exp(-t/τ))
			\| LR current growth ''(I=I<SUB>full</SUB> * (1-e<SUP>(-t/τ)</SUP>))''
			\|-
			\| 7.
			\| 0.4 * I2 = I2 * (1-exp(-t/τ))
			\| 6,5
			\|-
			\| 8.
			\| 0.4 = (1-exp(-4 s/τ))
			\| 7,3
			\|-
			\| 9.
			\| τ = 0.128 s
			\| 8
			\|-
			\| 10.
			\| τ = L1/R1
			\| LR Time constant ''(τ = L / R)''
			\|-
			\| 11.
			\| 0.128 s = 10 H/R1
			\| 10,9,1
			\|-
			\| 12.
			\| '''R1 = 78.3 ohm'''
			\| 11
			\|-
			\| 13.
			\| I2 = Vb/R1
			\| LR current fully charged ''(Ohm's Law: I = Vb / R)''
			\|-
			\| 14.
			\| I2 = 12 V/78.3 ohm
			\| 13,2,11
			\|-
			\| 15.
			\| I2 = 0.153 A
			\| 14
			\|-
			\| 16.
			\| I1 = 0.4 * 0.153 A
			\| 5,14
			\|-
			\| 17.
			\| '''I1 = 0.0612 A'''
			\| 16
			\|}
			\|}

			Figure 3: A Hint sequence from Andes. This is a possible hint sequence which is displayed in the lower left hand window of the Andes Physics Workbench if a participant asked for help in the control condition. "T:" indicates messages from the tutoring system. "S:" indicates input from the student/participant via menus.
			<pre>
			T: You should finish entering all of the useful given quantities in
			the problem. Why don't you work on entering the given value of the
			inductance of L1.
			Explain further OK

			T: You can find the value of the inductance of L1 in the problem
			statement.

			T: The value of the inductance of L1 is given as 3.2 H.

			T: Enter the equation L1 = 3.2 H.
			OK
			</pre>

			Figure 4: Another Andes hint sequence. Again, this is a possible hint sequence available to participants in the control condition if they asked for help. "T:" indicates messages from the tutoring system. "S:" indicates input from the student/participant via menus.
			<pre>
			T: Now that you have stated all of the given information, you should
			start on the major principles. What quantity is the problem seeking?
			S: The Voltage across L1 at time T0 to T1.

			T: That's right. What is the first principle application that you
			would like to work on? Hint: this principle application will
			usually be one that mentions the sought quantity
			explicity. Therefore it's equation may contain the sought quantity
			that the problem seeks.
			S: V= -L*dI/dt Inductor EMF
			</pre>

	===Hypothesis===		===Hypothesis===

Michael-Ringenberg: /* Summary Table */

2007-04-17T20:14:59Z

Summary Table

← Older revision		Revision as of 20:14, 17 April 2007
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	\| '''PIs''' \|\| Kurt VanLehn, Donald Treacy, Michael Ringenberg		\| '''PIs''' \|\| Kurt VanLehn, Donald Treacy, Michael Ringenberg
	\|-		\|-
	\| '''Study Start Date''' \|\| ~~3/1/06~~		\| '''Study Start Date''' \|\| 18 February 2005
	\|-		\|-
	\| '''Study End Date''' \|\| ~~6/30/07~~		\| '''Study End Date''' \|\| 04 April 2005
	\|-		\|-
	\| '''LearnLab Site''' \|\| USNA		\| '''LearnLab Site''' \|\| USNA
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	\| '''DataShop''' \|\| No; Andes data still incompatible		\| '''DataShop''' \|\| No; Andes data still incompatible
	\|}		\|}

	===Abstract===		===Abstract===
	This ''in vivo'' experiment which occurred in the Physics LearnLab compared the relative utility of an intelligent tutoring system that used [[hint sequence]]s to a version that used [[completely justified example]]s for learning college level physics. In order to test which strategy produced better gains in competence, two version of [[Andes]] were used: one offered participants hint sequences and the other completely justified examples in response to their help requests. We found that providing examples was at least as effective as the hint sequences and was more efficient in terms of the number of problems it took to obtain the same level of mastery.		This ''in vivo'' experiment which occurred in the Physics LearnLab compared the relative utility of an intelligent tutoring system that used [[hint sequence]]s to a version that used [[completely justified example]]s for learning college level physics. In order to test which strategy produced better gains in competence, two version of [[Andes]] were used: one offered participants hint sequences and the other completely justified examples in response to their help requests. We found that providing examples was at least as effective as the hint sequences and was more efficient in terms of the number of problems it took to obtain the same level of mastery.

Michael-Ringenberg at 20:11, 17 April 2007

2007-04-17T20:11:29Z

@@ Line 2: / Line 2: @@
   ''Michael Ringenberg and Kurt VanLehn''
 ===Abstract===
 This ''in vivo'' experiment which occurred in the Physics LearnLab compared the relative utility of an intelligent tutoring system that used [[hint sequence]]s to a version that used [[completely justified example]]s for learning college level physics. In order to test which strategy produced better gains in competence, two version of [[Andes]] were used: one offered participants hint sequences and the other completely justified examples in response to their help requests. We found that providing examples was at least as effective as the hint sequences and was more efficient in terms of the number of problems it took to obtain the same level of mastery.

Vanlehn: /* Abstract */

2007-02-15T22:56:27Z

Abstract

← Older revision		Revision as of 22:56, 15 February 2007
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	===Abstract===		===Abstract===
	This ''in vivo'' experiment which occurred in the Physics LearnLab compared the relative utility of an intelligent tutoring system that used [[hint sequence]]s to a version that used [[completely justified example]]s for learning college level physics. In order to test which strategy produced better gains in competence, two version of [~~http://www.andes.pitt.edu/~~ Andes] were used: one offered participants hint sequences and the other completely justified examples in response to their help requests. We found that providing examples was at least as effective as the hint sequences and was more efficient in terms of the number of problems it took to obtain the same level of mastery.		This ''in vivo'' experiment which occurred in the Physics LearnLab compared the relative utility of an intelligent tutoring system that used [[hint sequence]]s to a version that used [[completely justified example]]s for learning college level physics. In order to test which strategy produced better gains in competence, two version of [[Andes]] were used: one offered participants hint sequences and the other completely justified examples in response to their help requests. We found that providing examples was at least as effective as the hint sequences and was more efficient in terms of the number of problems it took to obtain the same level of mastery.

	===Background and Significance===		===Background and Significance===

Vanlehn: /* Hypothesis */

2007-01-30T23:47:26Z

Hypothesis

← Older revision		Revision as of 23:47, 30 January 2007
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	===Hypothesis===		===Hypothesis===
	Providing ~~annotated, worked-out~~ examples instead of ~~hints during problem solving~~ will promote the learning of knowledge components and help appropriately generalize the knowledge components.		Providing completely justified examples instead of hint sequences when students ask for help on steps will promote the learning of knowledge components and help appropriately generalize the knowledge components.

	===Dependent variables & Results===		===Dependent variables & Results===

Vanlehn: /* Independent variables */

2007-01-30T23:42:47Z

Independent variables

← Older revision		Revision as of 23:42, 30 January 2007
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	===Independent variables===		===Independent variables===
	~~The manipulation in this study was based on the feedback the Andes system provided while participants~~ worked on assigned homework problems covering Inductors:		Particpants worked on assigned homework problems covering Inductors by using Andes at home. When they requested help on a step, they got either:

	~~;Examples Condition~~		* a relevant, completely justified example (the ''Examples'' condition), or
	~~:Participants were presented~~ a relevant, ~~annotated~~, ~~worked-out example when help was requested~~.
	~~;Hints Condition~~		* the normal Andes hint sequence (the ''Hints'' condition).
	~~:Participants~~ were ~~presented a targeted hint when help was requested~~.
			When they clicked on the "Done" button the example or the hint would disappear, then they would be back in problem solving mode. Thus, Examples students could not easily copy steps from the example to the problem they were solving.

	===Hypothesis===		===Hypothesis===

Vanlehn: /* Research question */

2007-01-30T23:35:06Z

Research question

← Older revision		Revision as of 23:35, 30 January 2007
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	===Research question===		===Research question===
	Will robust learning ~~be fostered~~ if students are presented with relevant, ~~annotated, worked-out examples~~ instead of ~~a targeted~~ hint ~~message when~~ a ~~learning event is encountered~~?		Will robust learning ensue if students are presented with relevant, [[completely justified example]]s instead of [[hint sequence]]s whenever they ask for a help?

	===Independent variables===		===Independent variables===

Vanlehn: /* Background and Significance */

2007-01-30T23:23:17Z

Background and Significance

← Older revision		Revision as of 23:23, 30 January 2007
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	===Background and Significance===		===Background and Significance===
	~~In this study, we were investigating different types of content an intelligent~~ tutoring system ~~agent could give a student. The system used for this investigation was the highly successful [http://www.andes.pitt.edu Andes] system that uses targeted~~ hint sequences ~~when students ask it for~~ help. ~~If students find these hints confusing because they lack~~ the ~~proper knowledge components~~, ~~then~~ they ~~have been observed to engage in help abuse to construct~~ a worked-out example. ~~Noting that~~ examples can be effective ~~aids in~~ instructional material, we wished to see if they could be effectively used during problem solving in order to foster the learning of knowledge components. We suspect that examples would be effective because they are content rich and can be used effectively by varying competence levels and therefor more likely to hit the students Zone of Proximal Development than targeted hints.		When students use a tutoring system with hint sequences, they sometimes engage in [[help abuse]] on virtually every [[step]] (citation needed). This means that the tutoring system is telling them each step, so essentially, they are generating a worked-out example. There may be nothing wrong with this for some students, as examples can be effective instructional material (citation needed).

	===Glossary===		===Glossary===

Vanlehn: /* Annotated bibliography */

2007-01-30T22:49:54Z

Annotated bibliography

← Older revision		Revision as of 22:49, 30 January 2007
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	===Annotated bibliography===		===Annotated bibliography===
	* Ringenberg, Michael A. & VanLehn, Kurt (2006). ''Scaffolding Problem Solving with Annotated, Worked-Out Examples to Promote Deep Learning.'' Paper presented at the ITS 2006, Taiwan. Winner of Best Paper First Authored by a Student Award.		* Ringenberg, Michael A. & VanLehn, Kurt (2006). ''Scaffolding Problem Solving with Annotated, Worked-Out Examples to Promote Deep Learning.'' Paper presented at the ITS 2006, Taiwan. Winner of Best Paper First Authored by a Student Award. [http://www.pitt.edu/~vanlehn/Stringent/PDF/06ITS_MR_KVL.pdf 231Kb PDF]

	===References===		===References===

	[[Category:Study]]		[[Category:Study]]