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

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dc.contributor.authorShareghi Najar, A.
dc.contributor.authorMitrovic, Antonija
dc.date.accessioned2014-01-13T23:36:56Z
dc.date.available2014-01-13T23:36:56Z
dc.date.issued2013en
dc.description“The final publication is available at link.springer.com”.en
dc.description.abstractLearning 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.en
dc.identifier.citationShareghi, 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.en
dc.identifier.doihttps://doi.org/10.1007/978-3-642-39112-5_35
dc.identifier.urihttp://hdl.handle.net/10092/8808
dc.language.isoen
dc.publisherUniversity of Canterbury. Computer Science and Software Engineeringen
dc.rights.urihttps://hdl.handle.net/10092/17651en
dc.subjectworked examplesen
dc.subjectproblem solvingen
dc.subjectself-explanationen
dc.subjectintelligent tutorsen
dc.subject.anzsrcField of Research::08 - Information and Computing Sciences::0806 - Information Systems::080602 - Computer-Human Interactionen
dc.subject.anzsrcFields of Research::39 - Education::3904 - Specialist studies in education::390405 - Educational technology and computingen
dc.titleExamples and tutored problems: How can self-explanation make a difference to learning?en
dc.typeConference Contributions - Published
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