Abstract
Mixing worked-out examples with problem solving has been shown to be an effective blend of educational activities [1]. Given the positive impact on learning, some Intelligent Tutoring Systems attempt to incorporate worked-out examples into their learning environments. The approach taken by Carnegie Learning’s Cognitive Tutor, called Interactive Examples, was created to solve two design challenges.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Paas, F.G.W.C., Van Merrienboer, J.J.G.: Variability of worked examples and transfer of geometry problem-solving skills: A cognitive-load approach. Journal of Educational Psychology 86, 122–133 (1994)
Ross, B.H., Kilbane, M.C.: Effects of principle explanation and superficial similarity on analogical mapping in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition 23, 427–440 (1997)
Renkl, A., Atkinson, R.K., Grosse, C.S.: How fading worked solution steps works – A cognitive load perspective. Instructional Science 32, 52–82 (2004)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Hausmann, R.G.M., Ritter, S., Towle, B., Murray, R.C., Connelly, J. (2010). Incorporating Interactive Examples into the Cognitive Tutor. In: Aleven, V., Kay, J., Mostow, J. (eds) Intelligent Tutoring Systems. ITS 2010. Lecture Notes in Computer Science, vol 6095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13437-1_103
Download citation
DOI: https://doi.org/10.1007/978-3-642-13437-1_103
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-13436-4
Online ISBN: 978-3-642-13437-1
eBook Packages: Computer ScienceComputer Science (R0)