https://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&feed=atom&action=historyPSLC Year 5 Projects - Revision history2024-03-29T11:58:52ZRevision history for this page on the wikiMediaWiki 1.31.12https://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9537&oldid=prevKoedinger at 17:39, 25 May 20092009-05-25T17:39:48Z<p></p>
<a href="https://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9537&oldid=9535">Show changes</a>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9535&oldid=prevKoedinger: /* Motivation */2009-05-23T22:21:29Z<p><span dir="auto"><span class="autocomment">Motivation</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>To put this relationship into better context, we can look at the proportion of time students spent off-task in equation-solver lessons as compared to other lessons. On average, students spent 4.4% of their time off-task within the equation-solver lessons, much lower than is generally seen in intelligent tutor classrooms or, for that matter, in traditional classrooms. By contrast, students spent 14.1% of their time off-task within the other lessons, a proportion of time-on-task which is much more in line with previous observations. The difference in time spent per type of lesson is, as would be expected, statistically significant, t(22)=4.48, p<0.001.  </div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>To put this relationship into better context, we can look at the proportion of time students spent off-task in equation-solver lessons as compared to other lessons. On average, students spent 4.4% of their time off-task within the equation-solver lessons, much lower than is generally seen in intelligent tutor classrooms or, for that matter, in traditional classrooms. By contrast, students spent 14.1% of their time off-task within the other lessons, a proportion of time-on-task which is much more in line with previous observations. The difference in time spent per type of lesson is, as would be expected, statistically significant, t(22)=4.48, p<0.001.  </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Mayer_and_McLaren_-_Social_Intelligence_And_Computer_Tutors]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[Mayer_and_McLaren_-_Social_Intelligence_And_Computer_Tutors]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The goal of this project is to examine how student learning is affected by social cues in computer-based learning environments, such as the conversational style of online cognitive tutors. In particular, students will learn how to solve stoichiometry problems in the Chemistry LearnLab, using a cognitive tutor that provides hints and feedback in direct style or in polite style (McLaren, Lim, Yaron, & Koedinger, 2007). The stoichiometry tutor has been used for other PSLC studies, in particular those by  McLaren et al that have investigated personalization, politeness, and worked examples.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Our study is based on Brown and Levinson’s (1987) theory of politeness, which specifies how people create polite requests; Reeves and Nass’ (1996, 2005) media equation theory, which specifies the conditions under which people accept computers as conversational partners; and Mayer’s (2005) personalization principle in which people work harder to learn when they feel they are in a conversation with a tutor. Our working hypothesis is that learners work harder to make sense of lessons when they work with polite rather than direct tutors, because learners are more likely to accept polite tutors as conversational partners (Mayer, 2005; Wang, Johnson, Mayer, Rizzo, Shaw, & Collins, 2008).</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Findings:</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">A lab study with over 100 subjects was run in early 2009 at the University of California with the above conditions. College students learned to solve chemistry stoichiometry problems with the stoichiometry tutor through hints and feedback, either polite or direct, as described above. There was a pattern in which students with low prior knowledge of chemistry performed better on subsequent problem-solving tests if they learned from the polite tutor rather than the direct tutor (d = .73 on an immediate test, d = .46 on a delayed test), whereas students with high prior knowledge showed the reverse trend (d = -.49 for an immediate test; d = -.13 for a delayed test). On the other hand, the high school study, also run in early 2009 with over 100 subjects, produced different results. In particular, the high school students did not show a pattern in which students with low prior knowledge of chemistry performed better on subsequent tests. We are still analyzing the audio feature of the study, i.e., the comparison of audio to text hints and messages, but preliminary results indicate that adding audio hurt the performance of high knowledge learners and helped low knowledge learners on the delayed test. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Aleven- Improving student affect through adding game elements to mathematics LearnLabs [[Math_Game_Elements]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Aleven- Improving student affect through adding game elements to mathematics LearnLabs [[Math_Game_Elements]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Abstract</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">There is much evidence to believe that games are fun. Can we incorporate some of the features that make games fun into intelligent tutors, in a way that improves motivation, generates positive affect, and improves the robustness of student learning? Specifically, what happens if we take game elements known to be effective such as fantasy, competition, and trivial choice, and embed into tutors already known to promote learning, using principles in PSLC theoretical framework? In the current project (which started in Year 5 of the PSLC), we are investigating the effect of adding game elements to an existing set of fractions tutors developed by Martina Rau (Rau, Aleven, & Rummel, in press) for a different PSLC project. The game elements comprise a fantasy soccer game, where success in the soccer game depends on learning progress in the factions tutors.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Background & Significance</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Games and tutors appear to have complementary strengths. The current project is an attempt to determine if we can develop learning environments that leverage the strength of each type of learning environment, creating learning software that is as motivationally effective as games but promotes robust learning as well as intelligent tutors. We investigate one particular way of integrating game elements and learning content, building a game around an intelligent tutor engine.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">How best to integrate learning content and game elements has been the subject of much theorizing, with some authors arguing that optimal learning requires that the learning content and game world be mutually dependent (Lepper & Malone, 1987), and others arguing that the learning should be embedded in the game’s core mechanic (Habgood, 2007). However, such theories ignore the real-world success (at least in anecdotal reports from teachers and students) of environments that feature a much looser integration between learning and motivational embellishments (e.g., FirstInMath). Given that a loose coupling between game elements and learning activities is far easier to implement (since it avoids the difficult problem of embedding math problems in a storyline or game context, hard to do especially if the learning content is to be adapted to individual students’ learning results), it is reasonable to investigate this option first. It may well be that as long as the game features are “cool,” the degree of integration is not really a strong factor. As mentioned, the success of for example the motivational embellishments in FirstInMath certainly suggest so.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Planned Experiments</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">We will conduct two in-vivo experiments comparing the tutor with game features against the regular tutor.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The first experiment, to be conducted in LearnLab schools in Fall 2009, will control for time. Students will be randomly selected to use either the game or the unmodified tutor (for equity, all students will receive access to the game over the web after the study). Motivation and liking will be assessed by pre-test and post-test questionnaires, and affect will be assessed by quantitative field observations during usage. Robust learning will be measured by pre-test and post-test.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The second experiment, to be conducted in LearnLab schools in Spring 2010, will allow time to vary . Students will be randomly selected to use either the game or the unmodified tutor (for equity, all students will receive access to the game over the web after the study). Students will be required to use the condition for one class period, and then in two subsequent class periods will be given the choice to switch conditions or use an alternate piece of educational software covering the same material. Motivation will be assessed by students' time allocation once they are given the option of switching tasks.</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===== Bringing it Together:  Exploring Effects of Combining Principles =====</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>===== Bringing it Together:  Exploring Effects of Combining Principles =====</div></td></tr>
</table>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9534&oldid=prevKoedinger: /* Metacognition & Motivation Thrust */2009-05-23T16:43:50Z<p><span dir="auto"><span class="autocomment">Metacognition & Motivation Thrust</span></span></p>
<a href="https://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9534&oldid=9533">Show changes</a>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9533&oldid=prevKoedinger: /* Visual-Verbal Coordination */2009-05-23T13:41:31Z<p><span dir="auto"><span class="autocomment">Visual-Verbal Coordination</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Butcher- Visual-Verbal [[Visual_Feature_Focus_in_Geometry:_Instructional_Support_for_Visual_Coordination_During_Learning_(Butcher_%26_Aleven)]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Butcher- Visual-Verbal [[Visual_Feature_Focus_in_Geometry:_Instructional_Support_for_Visual_Coordination_During_Learning_(Butcher_%26_Aleven)]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**Out of Date-Was there Year 5 funding?**'''Davenport - Visual Representations in Science [[Visual_Representations_in_Science_Learning]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**Out of Date-Was there Year 5 funding?**'''Davenport - Visual Representations in Science [[Visual_Representations_in_Science_Learning]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Chang [[Leverage_Learning_from_Chemistry_Visualizations_%28Ming_%26_Schoenfield%29]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* <ins class="diffchange diffchange-inline">'''**Incomplete--Add materials at least**''' </ins>Chang [[Leverage_Learning_from_Chemistry_Visualizations_%28Ming_%26_Schoenfield%29]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Reed Corbett Hoffman- [[Enhancing Learning through Computer Animation]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Reed Corbett Hoffman- [[Enhancing Learning through Computer Animation]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Aleven - Multiple Interactive Representation [[Sequencing_learning_with_multiple_representations_of_rational_numbers_(Aleven%2C_Rummel%2C_%26_Rau)]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Aleven - Multiple Interactive Representation [[Sequencing_learning_with_multiple_representations_of_rational_numbers_(Aleven%2C_Rummel%2C_%26_Rau)]]</div></td></tr>
</table>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9532&oldid=prevKoedinger: /* Metacognition */2009-05-23T13:40:07Z<p><span dir="auto"><span class="autocomment">Metacognition</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 13:40, 23 May 2009</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Salden - Worked Examples in Geometry [[Does learning from worked-out examples improve tutored problem solving?]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Salden - Worked Examples in Geometry [[Does learning from worked-out examples improve tutored problem solving?]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* McLaren - [[McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems|Worked Examples in Chemistry]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* McLaren - [[McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems|Worked Examples in Chemistry]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* **Out of Date** Nokes - [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation]] in Physics.  See also Interactive Communication.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* <ins class="diffchange diffchange-inline">'''</ins>**Out of Date**<ins class="diffchange diffchange-inline">''' </ins>Nokes - [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation]] in Physics.  See also Interactive Communication.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Wylie, Mitamura, Koedinger - IWT [[Assistance_Dilemma_English_Articles]].  See also CF and CMDM thrusts.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Wylie, Mitamura, Koedinger - IWT [[Assistance_Dilemma_English_Articles]].  See also CF and CMDM thrusts.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====== Visual-Verbal Coordination ======</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====== Visual-Verbal Coordination ======</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Butcher- Visual-Verbal [[Visual_Feature_Focus_in_Geometry:_Instructional_Support_for_Visual_Coordination_During_Learning_(Butcher_%26_Aleven)]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Butcher- Visual-Verbal [[Visual_Feature_Focus_in_Geometry:_Instructional_Support_for_Visual_Coordination_During_Learning_(Butcher_%26_Aleven)]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Davenport - Visual Representations in Science [[Visual_Representations_in_Science_Learning]]</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* <ins class="diffchange diffchange-inline">'''**Out of Date-Was there Year 5 funding?**'''</ins>Davenport - Visual Representations in Science [[Visual_Representations_in_Science_Learning]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Chang [[Leverage_Learning_from_Chemistry_Visualizations_%28Ming_%26_Schoenfield%29]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Chang [[Leverage_Learning_from_Chemistry_Visualizations_%28Ming_%26_Schoenfield%29]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Reed Corbett Hoffman- [[Enhancing Learning through Computer Animation]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Reed Corbett Hoffman- [[Enhancing Learning through Computer Animation]]</div></td></tr>
</table>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9531&oldid=prevKoedinger: /* Visual-Verbal Coordination */2009-05-23T13:39:06Z<p><span dir="auto"><span class="autocomment">Visual-Verbal Coordination</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 13:39, 23 May 2009</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====== Visual-Verbal Coordination ======</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====== Visual-Verbal Coordination ======</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Butcher- Visual-Verbal [[Visual_Feature_Focus_in_Geometry:_Instructional_Support_for_Visual_Coordination_During_Learning_(Butcher_%26_Aleven)]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Butcher- Visual-Verbal [[Visual_Feature_Focus_in_Geometry:_Instructional_Support_for_Visual_Coordination_During_Learning_(Butcher_%26_Aleven)]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* <del class="diffchange diffchange-inline">Davenport </del>- <del class="diffchange diffchange-inline">Visual Representations in Science [[Visual_Representations_in_Science_Learning]]</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">Overall, student progress was slower than anticipated by the experimenters or the classroom teacher. Of the 83 students working in the intelligent tutor, 31 students (11 Control, 10 Visual Highlighting, 10 Visual Cueing) reached the last instructional unit (unit 3) during the experiment. For these students, results show that benefits of visual self-explanation for problem solving change over the course of tutoring practice (see the figure below). In the first instructional unit, students provided with visual cueing by the tutor are most accurate in their problem solving answers (M = .89, SD = .05) compared to students in the control condition (M = .83, SD = .06) or the visual-explanation condition (M = .85, SD = .05). Results demonstrated an overall effect of condition (F (2, 27) = 4.01, p = .03); post-hoc Bonferroni comparisons demonstrated that visual cueing significantly outperformed the control condition (p = .03) but not the visual self-explanation condition (p = .15), which fell between the two other groups. In contrast, by unit 3, students who visually self-explained the geometry principles (M = .86, SD = .08) were most accurate in their problem-solving answers, followed by the visual cueing condition (M = .83, SD = .11), and then the control condition (M = .73, p = .10). Results again demonstrated an overall effect of condition (F(2, 27) = 4.84, p = .016); post-hoc Bonferroni comparisons showed that the control condition was outperfomed by the visual self-explanations (p = .03) and the visual cueing (p = .05) conditions.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">We analyzed overall posttest and delayed posttest results for students who had also taken the pretest. Posttest results demonstrated an overall improvement from pre- to posttest (F(1, 65) = 9.68, p = .03), but no significant condition differences (F<1). At delayed posttest, result suggested a test time (pretest vs. delayed posttest) by condition interaction (F(2. 37) = 2.87, p = .07). At delayed posttest (see Figure 2), students in the visual self-explanation condition outperformed students from the visual cueing condition and the control (interactive diagram) condition.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">Image:EarliGraph.jpg </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">    </ins>* <ins class="diffchange diffchange-inline">Butcher, K. R., & Aleven, V. A. (in press 2009). Visual self</ins>-<ins class="diffchange diffchange-inline">explanation during intelligent tutoring? More than attentional focus? European Association for Research on Learning and Instruction, 13th Biennial Conference. August 25-29, 2009: Amsterdam, the Netherlands. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Chang [[Leverage_Learning_from_Chemistry_Visualizations_%28Ming_%26_Schoenfield%29]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Chang [[Leverage_Learning_from_Chemistry_Visualizations_%28Ming_%26_Schoenfield%29]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Reed Corbett Hoffman- [[Enhancing Learning through Computer Animation]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Reed Corbett Hoffman- [[Enhancing Learning through Computer Animation]]</div></td></tr>
</table>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9530&oldid=prevKoedinger: /* Bringing it Together: Exploring Effects of Combining Principles */2009-05-23T12:58:45Z<p><span dir="auto"><span class="autocomment">Bringing it Together: Exploring Effects of Combining Principles</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 12:58, 23 May 2009</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>(Perhaps this should be saved for a cross-thrust section as there is CF, CMDM, and M&M involved.)</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>(Perhaps this should be saved for a cross-thrust section as there is CF, CMDM, and M&M involved.)</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Aleven - [[Geometry_Greatest_Hits]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Aleven - [[Geometry_Greatest_Hits]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The main idea in the current project is to combine instructional interventions derived from four instructional principles. Each of these interventions has been shown to be effective in separate (PSLC) studies, and can be expected on theoretical grounds to be synergistic (or complementary). We hypothesize that instruction that simultaneously implements several principles will be dramatically more effective than instruction that does not implement any of the targeted principles (e.g. current common practice), especially if the principles are tied to different learning mechanisms. This project will test this hypothesis, focusing on the following four principles:</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">    * Visual-verbal integration principle</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">    * Worked example principle</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">    * Prompted self-explanation principle</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">    * Accurate knowledge estimates principle </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Building on our prior work that tested these principles individually, we have created a new version of the Geometry Cognitive Tutor that implements these four principles. We have conducted an in vivo experiment, and will conduct a lab experiment, to test the hypothesis that the combination of these principles produces a large effect size compared to the standard Cognitive Tutor, which does not support these principles or supports them less strongly.  Analysis of the in vivo experiment is in progress.</ins></div></td></tr>
</table>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9529&oldid=prevKoedinger: /* Metacognition & Motivation Thrust */2009-05-23T12:09:25Z<p><span dir="auto"><span class="autocomment">Metacognition & Motivation Thrust</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 12:09, 23 May 2009</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Wylie, Mitamura, Koedinger - IWT [[Assistance_Dilemma_English_Articles]].  See also CF and CMDM thrusts.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Wylie, Mitamura, Koedinger - IWT [[Assistance_Dilemma_English_Articles]].  See also CF and CMDM thrusts.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>A study in English is exploring whether the benefits of worked examples and self-explanation extend from math and science domains to language learning.  This study is summarized in the Cognitive Factors section below.  Interestingly, while there is some evidence that self-explanation helps in early learning, it does not appear to have as strong a benefit.  This provides an important theoretical puzzle: Under what conditions is prompted self-explanation a productive strategy?  Ongoing theoretical and empirical work is investigating this question.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>A study in English is exploring whether the benefits of worked examples and self-explanation extend from math and science domains to language learning.  This study is summarized in the Cognitive Factors section below.  Interestingly, while there is some evidence that self-explanation helps in early learning, it does not appear to have as strong a benefit <ins class="diffchange diffchange-inline">overall</ins>.  This provides an important theoretical puzzle: Under what conditions is prompted self-explanation a productive strategy?  Ongoing theoretical and empirical work is investigating this question.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====== More Direct Support for MetaCognition ======</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====== More Direct Support for MetaCognition ======</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Roll- Labgebra - [[Roll_IPL|Inventing rules as preparation for future learning]]. <del class="diffchange diffchange-inline">Highlights </del>that will <del class="diffchange diffchange-inline">go into </del>it<del class="diffchange diffchange-inline">:  </del>1) Last year we completed a study with 7 classes at Steel Valley Middle School. We got positive results - cognitive and motivational benefits. There is also a cogsci paper, which will be the basis for the updated Wiki page. 2) Over the year since then we built a tutoring system for IPL.  <del class="diffchange diffchange-inline">3) 10 days ago I finished another study </del>in <del class="diffchange diffchange-inline">Steel Valley Middle School evaluating </del>the <del class="diffchange diffchange-inline">tutor.</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Roll- Labgebra - [[Roll_IPL|Inventing rules as preparation for future learning]]. <ins class="diffchange diffchange-inline"> </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">One of the main challenges of education is to help students reach meaningful and robust learning. The assistance dilemma raises the question of what form (and ‘amount’) of assistance are most effective with different learners in different stages of the learning process (Koedinger & Aleven, 2007). Instruction followed by practice is known to be very efficient for teaching novices (e.g., Koedinger, Anderson, Hadley & Mark, 1997); yet, students often acquire shallow procedural skills, and fail to acquire conceptual understanding (Aleven & Koedinger, 2002). This can be attributed, at least in part, to students using superficial features and not encoding the deep features of the domain (Chi, Feltovich & Glaser, 1981). One approach to getting students to attend and encode the deep features is to add an invention phase prior to instruction. Invention as preparation for leaning (IPL) was shown to help students better cope with novel situations that require learning (Schwartz & Martin, 2004; Sears, 2006). In this process students are presented with a dilemma in the form of contrasting cases, and attempt to invent a mathematical model to resolve this dilemma. For example, Figure 1 shows four possible pitching machines. Students are asked to invent a method </ins>that will <ins class="diffchange diffchange-inline">allow them to pick the most reliable machine. The concept of contrasting cases comes from the perceptual learning literature, since these cases, when appropriately designed, emphasize differences in the deep structure of the examples (Gibson & Gibson, 1955). The invention process includes designing a model, applying </ins>it <ins class="diffchange diffchange-inline">to the given set of contrasting cases, evaluating the result, and debugging the model. This iterative process is very similar to the debugging process as described by Klahr and Carver (1988; Figure 2). Unlike other inquiry-based manipulations (cf. Lehrer et al., 2001; de Jong & van Joolingen, 1998), the goal of the IPL process is not for students to discover the correct model, but to prepare them for subsequent instruction.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>1) Last year we completed a study with 7 classes at Steel Valley Middle School. We got positive results - cognitive and motivational benefits. There is also a cogsci paper, which will be the basis for the updated Wiki page.  </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">Domain knowledge:</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* IPL students in advanced classes were more capable of solving new strategy items without learning resource. In fact, in the absence of a learning resource, direct instruction students performed at floor, while IPL students performed as well as with the source.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* This effect holds when controlling for simple domain knowledge (performance on normal items in the same test).</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* This was found in multiple new-strategy items. However, all results were found on a single topic (central tendency and graphing). The single test item on the topic of variability failed to capture difference between the groups. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">Motivation: [Put below in motivation section or use as bridge to that section]</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* IPL students reported to have benefited more (F=3.3, p<.07)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* There was a significant interaction between condition and test anxiety. Text anxiety was assessed using the MSLQ (Pintrich 1999) before the study began. Students who reported to have lower test anxiety also reported to have benefited more from IPL instruction compared to high-anxiety students in the no desin condition.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* IPL students stayed more often in class to work during breaks (IPL: 16% No Design: 3%).</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* Furthermore, they did so during invention activities and not show-and-practice activities, suggesting that it is the activities that are motivating. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>2) Over the year since then we built a tutoring system for IPL.   </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">The Invention Lab is an intelligent tutoring system for IPL. To give intelligent feedback, it uses two models:</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* A meta-cognitive model of the invention process</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* A cognitive model of the main concepts </ins>in the <ins class="diffchange diffchange-inline">domain </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div> </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[The Help Tutor Roll Aleven McLaren]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* [[The Help Tutor Roll Aleven McLaren]]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">This project we began at the beginning of the center to explore whether the benefits of tutoring could be achieved at the meta-cognitive level.  Recent analysis of log files have revealed an exciting new finding.  Past analysis had shown that the Help Tutor reduces students help-seeking errors while it was in place and giving immediate feedback, but we wanted to explore whether it would have a lasting impact and reduce such such errors later in the course.  The second of two in vivo studies involved two different units of the Geometry Cognitive Tutor.  The two units of study 2 were spread apart by one month. We collected data from students' behavior in the months between the two units and following the study. During these months students repeated previous material in preparation for statewide exams. As seen in the table below, the main effects of the help-seeking environment persisted even once students moved on to working with the native Cognitive Tutor! Overall, students who received help-seeking support during the study took more time for their actions following the study, especially for reading hints - their hint reading time before asking for additional hint is longer by almost one effect size in the month following the study (12 vs. 8 seconds, t(44)=3.0, p<.01). Also, students who were in the Help condition did not drill down through the hints as often (average hint level: 2.2 vs. 2.6, t(51)=1.9, p=.06). These effects are more consistently significant after both units, suggesting that having the study stretched across two units provided enough time for students to better acquire domain-independent help-seeking skills.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====== Visual-Verbal Coordination ======</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>====== Visual-Verbal Coordination ======</div></td></tr>
</table>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9526&oldid=prevKoedinger: /* Example-Rule Coordination */2009-05-23T11:27:56Z<p><span dir="auto"><span class="autocomment">Example-Rule Coordination</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 11:27, 23 May 2009</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Salden - Worked Examples in Geometry [[Does learning from worked-out examples improve tutored problem solving?]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Salden - Worked Examples in Geometry [[Does learning from worked-out examples improve tutored problem solving?]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* McLaren - [[McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems|Worked Examples in Chemistry]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* McLaren - [[McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems|Worked Examples in Chemistry]]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Nokes - [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation]] in Physics.  See also Interactive Communication.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">* **Out of Date*</ins>* Nokes - [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation]] in Physics.  See also Interactive Communication.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Wylie, Mitamura, Koedinger - IWT [[Assistance_Dilemma_English_Articles]].  See also CF and CMDM thrusts.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Wylie, Mitamura, Koedinger - IWT [[Assistance_Dilemma_English_Articles]].  See also CF and CMDM thrusts.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>Koedingerhttps://learnlab.org/wiki/index.php?title=PSLC_Year_5_Projects&diff=9525&oldid=prevKoedinger: /* Example-Rule Coordination */2009-05-23T11:27:08Z<p><span dir="auto"><span class="autocomment">Example-Rule Coordination</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 11:27, 23 May 2009</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l90" >Line 90:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Goal–operator combination The learner verbalizes a (sub-)goal together with operators that help to accomplish this (sub-)goal “You can calculate this arc of a circle by subtracting 33° from 360°”</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Goal–operator combination The learner verbalizes a (sub-)goal together with operators that help to accomplish this (sub-)goal “You can calculate this arc of a circle by subtracting 33° from 360°”</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The example condition provided both more principle-based self-explanations and more visual mapping explanations whereas the problem condition provided many more goal–operator combination explanations.  Principle-based and visual mapping self-explanations are consistent deeper processing that places more attention on the geometry rules and the non-trivial mapping of the rules to specific situations.  These explanations suggest greater attention to the if-part or retrieval features of relevant knowledge components.  Goal-operator explanations attend more to the arithmetic, that which must be done in problem-solving (the then-part).  The arithmetic processing may be strengthening prerequisite knowledge, but is not directly relevant to the target geometric content. The greater number of principle-based and visual mapping self-<del class="diffchange diffchange-inline">explanation </del>in the example group is consistent with the theory that example study frees cognitive resources <del class="diffchange diffchange-inline">to allow </del>learners <del class="diffchange diffchange-inline">to </del>engage in deeper processing <del class="diffchange diffchange-inline">whereas </del>problem-solving <del class="diffchange diffchange-inline">distracts from such processing </del>and <del class="diffchange diffchange-inline">encourages greater focus on problem completion</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The example condition provided both more principle-based self-explanations and more visual mapping explanations whereas the problem condition provided many more goal–operator combination explanations.  Principle-based and visual mapping self-explanations are consistent deeper processing that places more attention on the geometry rules and the non-trivial mapping of the rules to specific situations.  These explanations suggest greater attention to the if-part or retrieval features of relevant knowledge components.  Goal-operator explanations attend more to the arithmetic, that which must be done in problem-solving (the then-part).  The arithmetic processing may be strengthening prerequisite knowledge, but is not directly relevant to the target geometric content. The greater number of principle-based and visual mapping self-<ins class="diffchange diffchange-inline">explanations </ins>in the example group is consistent with the theory that example study frees cognitive resources <ins class="diffchange diffchange-inline">so </ins>learners <ins class="diffchange diffchange-inline">can </ins>engage in deeper processing<ins class="diffchange diffchange-inline">.  While </ins>problem-solving <ins class="diffchange diffchange-inline">is beneficial later in learning (</ins>and <ins class="diffchange diffchange-inline">thus the fading approach), in early learning it not only wastes time but it may put students in a performance-oriented mode (Dweck) whereby they do not as deeply process tutor instruction, which is equivalent to an example</ins>.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Investigations of correlations between self-explanation behavior <del class="diffchange diffchange-inline">partially </del>support this explanation.  Visual mapping explanations were significantly correlated with conceptual transfer, but principle-based explanations were not. Both principle-based and goal-operator explanations were significantly correlated with procedural transfer.  <del class="diffchange diffchange-inline">It appears that greater </del>use of examples enhances deeper processing (at least of the mapping type) <del class="diffchange diffchange-inline">and that in turn </del>leads to greater conceptual understanding and transfer.  Recall, that this achievement benefit was observed on top of substantial efficiency benefit in which example students needed 20% less instructional time.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Investigations of correlations between self-explanation behavior <ins class="diffchange diffchange-inline">further </ins>support this explanation<ins class="diffchange diffchange-inline">, at least in part</ins>.  Visual mapping explanations were significantly correlated with conceptual transfer, but principle-based explanations were not. Both principle-based and goal-operator explanations were significantly correlated with procedural transfer.  <ins class="diffchange diffchange-inline">Greater </ins>use of examples enhances deeper <ins class="diffchange diffchange-inline">processing and that </ins>processing (at least of the mapping type) leads to greater conceptual understanding and transfer.  Recall, that this achievement benefit was observed on top of substantial efficiency benefit in which example students needed 20% less instructional time.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Schwonke, R., Renkel, A., Krieg, C, Wittwer, J., Aleven, V., Salden, R. J. C. M. (2009). The Worked-example Effect: Not an Artefact of Lousy Control Conditions. ''Computers in Human Behavior, 25'', 258-266.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Schwonke, R., Renkel, A., Krieg, C, Wittwer, J., Aleven, V., Salden, R. J. C. M. (2009). The Worked-example Effect: Not an Artefact of Lousy Control Conditions. ''Computers in Human Behavior, 25'', 258-266.</div></td></tr>
<tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l101" >Line 101:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* McLaren - [[McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems|Worked Examples in Chemistry]]</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* McLaren - [[McLaren et al - Studying the Learning Effect of Personalization and Worked Examples in the Solving of Stoich Problems|Worked Examples in Chemistry]]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The Center-mode focus on the issues of worked examples and self-explanation has allowed for cross-domain investigations of how these principles may further enhance student learning beyond already effective intelligent tutoring systems.  These studies have been performed in Chemistry, Algebra, Physics, and English as a Second Language.  The Chemistry studies replicated the result from Geometry that replacing half of the problems in a tutoring system with worked examples leads to more efficient learning.  Across three studies, one at the college level and two <del class="diffchange diffchange-inline">[CHECK] </del>at the high school level, McLaren et al (<del class="diffchange diffchange-inline">200X</del>) <del class="diffchange diffchange-inline">[GET] </del>found students learned just as much but in about 20% less time. If scaled to a semester long course, students using an example-based approach would have more than 3 free weeks!</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The Center-mode focus on the issues of worked examples and self-explanation has allowed for cross-domain investigations of how these principles may further enhance student learning beyond already effective intelligent tutoring systems.  These studies have been performed in Chemistry, Algebra, Physics, and English as a Second Language.  The Chemistry studies replicated the result from Geometry that replacing half of the problems in a tutoring system with worked examples leads to more efficient learning.  Across three studies, one at the college level and two at the high school level, McLaren et al (<ins class="diffchange diffchange-inline">2008</ins>) found students learned just as much but in about 20% less time. If scaled to a semester long course, students using an example-based approach would have more than 3 free weeks!  </div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">[WHAT'</del>S <del class="diffchange diffchange-inline">THE NEW PART OF BRUCE'S WIKI</del>?<del class="diffchange diffchange-inline">]</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">*McLaren, B.M., Lim, </ins>S<ins class="diffchange diffchange-inline">., & Koedinger, K.R. (2008). When and How Often Should Worked Examples be Given to Students</ins>? <ins class="diffchange diffchange-inline">New Results and a Summary of the Current State of Research. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2176-2181). Austin, TX: Cognitive Science Society.</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">Unlike the Geometry studies, these studies did not have a conceptual transfer test, but a study in progress does so.</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Other PSLC studies have <ins class="diffchange diffchange-inline">identified </ins>benefits of worked examples and self-explanation in Physics <ins class="diffchange diffchange-inline">(Nokes ref) and Algebra (Anthony ref)</ins>.  </div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Other PSLC studies have <del class="diffchange diffchange-inline">explored the potential </del>benefits of worked examples and self-explanation <del class="diffchange diffchange-inline">a </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">Related notion of analogical comparison -- another method for students to process examples more deeply ...</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">* Nokes - [[Bridging_Principles_and_Examples_through_Analogy_and_Explanation]] </del>in Physics. <del class="diffchange diffchange-inline"> See also Interactive Communication.</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">[WHAT'S THE NEW PART OF TIM'S WIKI?]</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Wylie, Mitamura, Koedinger - IWT [[Assistance_Dilemma_English_Articles]].  See also CF and CMDM thrusts.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''**New**''' Wylie, Mitamura, Koedinger - IWT [[Assistance_Dilemma_English_Articles]].  See also CF and CMDM thrusts.</div></td></tr>
</table>Koedinger