Training learners to self-explain: Designing instructions and examples to improve problem solving

Lauren E. Margulieux, Briana B. Morrison, Mark Guzdial, Richard Catrambone

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Scopus citations

Abstract

In this experiment, we integrated two learning methods-subgoal learning and constructive learning-to explore their interactions and effects on solving computer programming problems. We taught learners to solve problems using worked example and practice problem pairs with one of three kinds of instructional design that either did not highlight the subgoals, described the subgoals, or prompted participants to describe the subgoals for themselves. In addition, we varied the distance of transfer between the worked example and practice problem pairs. We found that instructions that highlighted subgoals improved performance on later problem solving tasks. The groups that performed best were those that received subgoal descriptions with farther transfer between examples and practice problems and those that described subgoals for themselves with nearer transfer.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016
Subtitle of host publicationTransforming Learning, Empowering Learners, Proceedings
EditorsChee-Kit Looi, Joseph L. Polman, Ulrike Cress, Peter Reimann
PublisherInternational Society of the Learning Sciences (ISLS)
Pages98-105
Number of pages8
Volume1
ISBN (Electronic)9780990355090
Publication statusPublished - Jan 1 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period6/20/166/24/16

    Fingerprint

Keywords

  • Constructive learning
  • Self-explanation
  • Subgoal learning
  • Worked examples

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Margulieux, L. E., Morrison, B. B., Guzdial, M., & Catrambone, R. (2016). Training learners to self-explain: Designing instructions and examples to improve problem solving. In C-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 1, pp. 98-105). International Society of the Learning Sciences (ISLS).