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Worked examples and the assistance dilemma

Projektbeschreibung:
The Assistance Dilemma states that the balance between giving information to students and withholding it exerts a major influence on students’ learning. A key manifestation of this dilemma is the choice between worked examples and problems. Much empirical research has investigated this dilemma in the context of non-interactive learning environments, and has shown clear value of worked examples as a supplement to problem-solving practice. However, few if any studies have systematically varied the amount of assistance students receive (i.e., the ratio of examples and problems) and the few studies that did address this question were conducted in the laboratory. The current proposal builds on and extends our previous PSLC-funded project which has started to test whether the results obtained in non-tutoring environments carry over to Cognitive Tutors placed within an authentic (in vivo) learning environment. The main research question to be addressed is: how should a tutor effectively switch from a “high assistance” form of instruction (i.e., worked examples) to a “low assistance” form of instruction (i.e., problem solving) in a manner that is adaptive to individual students’ needs?
Projektlaufzeit:
Projektbeginn: 2008
Projektende: 2009
Projektleitung:
Salden R, Aleven V, Renkl A, Schwonke R

Human-Computer Interaction Institute
School of Computer Science
Carnegie Mellon University
5000 Forbes Ave
Pittsburgh, PA 15213 - USA

Institut für Psychologie
Abteilung für Pädagogische Psychologie und Entwicklungspsychologie
Engelbergerstr. 41
79098 Freiburg i. Br.

Telefon: 0761 203 3002
Fax: 0761 203 3100
Email: nal@psychologie.uni-freiburg.de
http://www.psychologie.uni-freiburg.de/abteilungen/Paedagogische.Psychologie
Finanzierung:

  • NSF via Pittsburgh Science of Learning Center, Sonstiges

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