Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference?
Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference?
复制标题
从错误例子中学习的困惑：提示性自我解释的类型有影响吗？
DOI：
10.1007/978-3-030-23204-7_37
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
J. Elizabeth Richey, Bruce M.
中科院分区：
文献类型：
--
作者：
J. Elizabeth Richey, Bruce M.
困惑，有时在与教学材料搏斗时经历的困惑和挫折的混合，不一定对学习有害。先前的研究表明，学习错误的例子可以增加学生的困惑经验，同时帮助他们学习和克服他们的误解。在本文报道的研究中，我们检查了学生的知识和错误概念的小数之前和之后，他们与智能辅导系统，提出了错误的例子，针对错误概念（错误的例子条件）或实践问题，针对相同的错误概念（问题解决条件）。虽然学生在这两种情况下显着提高他们的表现，从前测到后测，学生在解决问题的条件下，改善显着更多，经历了显着减少confrustion。当控制了拥挤程度时，表现没有差异。这项研究的有趣之处在于，与先前的研究不同，学习错误示例导致的更高困惑与更好的学习结果无关;相反，它与学习效果较差有关。我们对这种不同的结果提出了几种可能的解释，并假设对解释提示的修改使其更像专家，这也可能使它们-以及它们所针对的错误示例-更难以理解和更有效。是否提示自我解释选项应仿照较短的，不太精确的语言，学生往往使用或较长的，更精确的语言的专家是一个开放的问题，一个重要的理解自我解释的机制，并设计部署在教学材料中的自我解释选项。
Confrustion, a mix of confusion and frustration sometimes experienced while grappling with instructional materials, is not necessarily detrimental to learning. Prior research has shown that studying erroneous examples can increase students’ experiences of confrustion, while at the same time helping them learn and overcome their misconceptions. In the study reported in this paper, we examined students’ knowledge and misconceptions about decimal numbers before and after they interacted with an intelligent tutoring system presenting either erroneous examples targeting misconceptions (erroneous example condition) or practice problems targeting the same misconceptions (problem-solving condition). While students in both conditions significantly improved their performance from pretest to posttest, students in the problem-solving condition improved significantly more and experienced significantly less confrustion. When controlling for confrustion levels, there were no differences in performance. This study is interesting in that, unlike prior studies, the higher confrustion that resulted from studying erroneous examples was not associated with better learning outcomes; instead, it was associated with poorer learning. We propose several possible explanations for this different outcome and hypothesize that revisions to the explanation prompts to make them more expert-like may have also made them – and the erroneous examples that they targeted – less understandable and less effective. Whether prompted self-explanation options should be modeled after the shorter, less precise language students tend to use or the longer, more precise language of experts is an open question, and an important one both for understanding the mechanisms of self-explanation and for designing self-explanation options deployed in instructional materials.
登录
查看更多内容
影响因子：
12.6
作者：
Nicholas C. Soderstrom;R. Bjork
通讯作者：
R. Bjork
影响因子：
3.8
作者：
Kapur, Manu;Bielaczyc, Katerine
通讯作者：
Bielaczyc, Katerine
学习数学概念过程中的中级认知组织：正小数的顺序
DOI：
--
发表时间：
1985
期刊：
影响因子：
--
作者：
Catherine Sackur;Francois Léonard
通讯作者：
Francois Léonard
利用系统探究行为的机器学习检测器来估计和预测探究技能的转移
影响因子：
3.6
作者：
M. S. Pedro;R. Baker;J. Gobert;Orlando Montalvo;Adam Nakama
通讯作者：
Adam Nakama
影响因子：
6.2
作者：
Grosse, Cornelia S.;Renkl, Alexander
通讯作者：
Renkl, Alexander