Difference between revisions of "Geometry"
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* [[The_Help_Tutor__Roll_Aleven_McLaren|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]] | * [[The_Help_Tutor__Roll_Aleven_McLaren|Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)]] | ||
* [[Composition_Effect__Kao_Roll|What is difficult about composite problems? (Kao, Roll)]] | * [[Composition_Effect__Kao_Roll|What is difficult about composite problems? (Kao, Roll)]] | ||
| − | * [[Using learning curves to optimize problem assignment | + | * [[Using learning curves to optimize problem assignment (Cen & Koedinger)]] |
Revision as of 21:41, 31 March 2008
The Geometry LearnLab course is described here.
Numerous studies in the Geometry LearnLab course can be found in all three of the research clusters: Coordinative Learning, Interactive Communication, and Refinement and Fluency.
Geometry Learnlab Studies:
- Contiguous Representations for Robust Learning (Aleven & Butcher)
- Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)
- Visual Feature Focus in Geometry: Instructional Support for Visual Coordination During Learning (Butcher & Aleven)
- Using Elaborated Explanations to Support Geometry Learning (Aleven & Butcher)
- Hints during tutored problem solving – the effect of fewer hint levels with greater conceptual content (Aleven & Roll)
- Does learning from worked-out examples improve tutored problem solving? (Renkl, Aleven & Salden)
- Tutoring a meta-cognitive skill: Help-seeking (Roll, Aleven & McLaren)
- What is difficult about composite problems? (Kao, Roll)
- Using learning curves to optimize problem assignment (Cen & Koedinger)
