University of Canterbury Home
    • Admin
    UC Research Repository
    UC Library
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    1. UC Home
    2. Library
    3. UC Research Repository
    4. Faculty of Engineering | Te Kaupeka Pūhanga
    5. Engineering: Conference Contributions
    6. View Item
    1. UC Home
    2.  > 
    3. Library
    4.  > 
    5. UC Research Repository
    6.  > 
    7. Faculty of Engineering | Te Kaupeka Pūhanga
    8.  > 
    9. Engineering: Conference Contributions
    10.  > 
    11. View Item

    Examples and tutored problems: How can self-explanation make a difference to learning? (2013)

    Thumbnail
    View/Open
    12645446_Amir_AIED_2013-revised.pdf (217.6Kb)
    Type of Content
    Conference Contributions - Published
    UC Permalink
    http://hdl.handle.net/10092/8808
    
    Publisher's DOI/URI
    https://doi.org/10.1007/978-3-642-39112-5_35
    
    Publisher
    University of Canterbury. Computer Science and Software Engineering
    Collections
    • Engineering: Conference Contributions [2338]
    Authors
    Shareghi Najar, A.
    Mitrovic, Antonija
    show all
    Abstract

    Learning from worked examples has been shown to be superior to unsupported problem solving in numerous studies. Examples reduce the cognitive load on the learner's working memory, thus helping the student to learn faster or deal with more complex questions. Only recently researchers started investigating the worked example effect in Intelligent Tutoring Systems (ITSs). We conducted a study to investigate the effect of using worked examples in combination with supported problem-solving in SQL-Tutor. We had three conditions: Examples Only (EO), Problems Only (PO), and Alternating Examples/Problems (AEP). After completing a problem, students received a self-explanation prompt that focused on the concepts used in the problem, to make sure that students acquire conceptual knowledge. On the other hand, examples were followed by self-explanation prompts that focused on procedural knowledge. The study showed that the AEP and PO conditions outperformed EO in learning gain, while AEP outperformed PO in conceptual knowledge acquisition. Therefore, interleaving examples with supported problems is an optimal choice compared to using examples or supported problems only in SQL-Tutor.

    Citation
    Shareghi, A., Mitrovic., A. (2013) Examples and tutored problems: How can self-explanation make a difference to learning?. Memphis, TN, USA: 16th International Conference on Artificial Intelligence in Education, 9-13 July 2013. Lecture Notes in Artificial Intelligence, 7926, pp. 339--348.
    This citation is automatically generated and may be unreliable. Use as a guide only.
    Keywords
    worked examples; problem solving; self-explanation; intelligent tutors
    ANZSRC Fields of Research
    08 - Information and Computing Sciences::0806 - Information Systems::080602 - Computer-Human Interaction
    39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computing
    Rights
    https://hdl.handle.net/10092/17651

    Related items

    Showing items related by title, author, creator and subject.

    • Evaluation of Parsons Problems with Menu-Based Self-Explanation Prompts in a Mobile Python Tutor 

      Fabic GVF; Mitrovic, Antonija; Neshatian, Kourosh (Springer Science and Business Media LLC, 2019)
      The overarching goal of our project is to design effective learning activities for PyKinetic, a smartphone Python tutor. In this paper, we present a study using a variant of Parsons problems we designed for PyKinetic. Parsons ...
    • Towards adaptive provision of examples during problem solving. 

      Tahir F; Mitrovic, Antonija; Sotardi V (Asia-Pacific Society for Computers in Education, 2019)
      Intelligent Tutoring Systems (ITSs) are effective in supporting learning, as shown in numerous studies. The goal of our project is to develop an adaptive strategy that would be capable of identifying situations during ...
    • Should we use examples in intelligent tutors? 

      Shareghi Najar, A.; Mitrovic, Antonija (University of Canterbury. Computer Science and Software Engineering, 2012)
      Although examples are frequently used by human tutors, they are not common in Intelligent Tutoring Systems (ITS). Previous research studies over the last three decades compared learning from examples to unsupported ...
    Advanced Search

    Browse

    All of the RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThesis DisciplineThis CollectionBy Issue DateAuthorsTitlesSubjectsThesis Discipline

    Statistics

    View Usage Statistics
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer