Abstract
This paper describes two types of Conceptually Grounded Learning Activities designed to foster more robust learning in the Genetics Cognitive Tutor: interleaved worked examples and genetic-process reasoning scaffolds. We report three empirical studies that evaluate the impact of these learning activities on three diverse genetics problem-solving topics in the tutor. We found that interleaved worked examples yielded less basic-skill learning than conventional problem solving, unlike many prior ITS studies of worked examples. We also found preliminary evidence that scaffolded reasoning tasks in conjunction with conventional problem solving leads to more robust understanding than conventional problem solving alone. Implications for the use of contextually grounded learning activities are discussed.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Koedinger, K.R., Corbett, A.T., Perfetti, C.: The Knowledge-Learning-Instruction (KLI) Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science 36, 757–798 (2012)
Bransford, J.D., Brown, A.L., Cocking, R.R.: How People Learn: Brain, Mind, Experience and School. National Academy Press, Washington, DC (2000)
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., Metcalfe, J.: Organizing Instruction and Study to Improve Student Learning. National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, Washington, DC (2007)
Renkl, A., Atkinson, R.K.: Structuring the Transition from Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. Educational Psychologist 38, 15–22 (2003)
Corbett, A., MacLaren, B., Wagner, A., Kauffman, L., Mitchell, A., Baker, R., Gowda, S.: Preparing Students for Effective Explaining of Worked Examples in the Genetics Cognitive Tutor. In: Proceedings of the Thirty-third Annual Meeting of the Cognitive Science Society, pp. 1476–1481. Cognitive Science Society, Austin (2011)
McLaren, B.M., Lim, S.-J., Koedinger, K.R.: When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds.) ITS 2008. LNCS, vol. 5091, pp. 677–680. Springer, Heidelberg (2008)
Reed, S., Corbett, A., Hoffman, B., Wagner, A., MacLaren, B.: Effect of Worked Examples and Cognitive Tutor Training on Constructing Equations. Instructional Science 41, 1–24 (2013)
Salden, R., Aleven, V., Schwonke, R., Renkl, A.: The Expertise Reversal Effect and Worked Examples in Tutored Problem Solving. Instructional Science 38, 289–307 (2010)
Schwonke, R., Renkl, A., Salden, R., Aleven, V.: Effects of Different Ratios of Worked Solution Steps and Problem Solving Opportunities on Cognitive Load and Learning Outcomes. Computers in Human Behavior 27, 58–62 (2011)
Weitz, R., Salden, R.J.C.M., Kim, R.S., Heffernan, N.T.: Comparing worked examples and tutored problem solving: Pure vs. mixed approaches. In: Proceedings of the Thirty-Second Annual Meeting of the Cognitive Science Society, pp. 2876–2881 (2010)
Corbett, A., Kauffman, L., MacLaren, B., Wagner, A., Jones, E.: A Cognitive Tutor for Genetics Problem Solving: Learning Gains and Student Modeling. Journal of Educational Computing Research 42, 219–239 (2010)
Corbett, A., MacLaren, B., Wagner, A., Kauffman, L., Mitchell, A., Baker, R.: Enhancing Robust Learning Through Problem Solving in the Genetics Cognitive Tutor. In: Proceedings of the Thirty-fifth Annual Meeting of the Cognitive Science Society (in press)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Corbett, A., MacLaren, B., Wagner, A., Kauffman, L., Mitchell, A., Baker, R.S.J.d. (2013). Differential Impact of Learning Activities Designed to Support Robust Learning in the Genetics Cognitive Tutor. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_33
Download citation
DOI: https://doi.org/10.1007/978-3-642-39112-5_33
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-39111-8
Online ISBN: 978-3-642-39112-5
eBook Packages: Computer ScienceComputer Science (R0)