The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments
The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments
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DOI：
10.1016/j.chb.2015.08.038
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发表时间：
2016-02-01
影响因子：
9.9
通讯作者：
Yaron, David
中科院分区：
文献类型：
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作者：
McLaren, Bruce M.;van Gog, Tamara;Yaron, David
在学习和教学研究中，为学生提供多少教学帮助，以及提供什么样的帮助，是一个备受争议的问题。本研究在化学领域进行了两个多时段的课堂实验，比较了三种高辅助（样例、辅导问题和错误样例）和一种低辅助（未辅导问题解决）教学方法的有效性和效率，错误反馈由精心制作的样例（实验1）或基本的正确性反馈（实验2）组成。两个实验都没有表现出不同的学习结果之间的条件，但都表现出明显的效率效益的工作实例研究：同等水平的测试性能实现了显着减少投资的时间和精力在学习过程中。有趣的是，无论是理论和实践，时间效率的好处是实质性的：工作的例子研究所需的时间减少46-68%，在实验1和48-69%，在实验2比其他教学方法。(C)2015爱思唯尔有限公司版权所有。
How much instructional assistance to provide to students as they learn, and what kind of assistance to provide, is a much-debated problem in research on learning and instruction. This study presents two multi-session classroom experiments in the domain of chemistry, comparing the effectiveness and efficiency of three high-assistance (worked examples, tutored problems, and erroneous examples) and one low-assistance (untutored problem solving) instructional approach, with error feedback consisting of either elaborate worked examples (Experiment 1) or basic correctness feedback (Experiment 2). Neither experiment showed differences in learning outcomes among conditions, but both showed clear efficiency benefits of worked example study: equal levels of test performance were achieved with significantly less investment of time and effort during learning. Interestingly for both theory and practice, the time efficiency benefit was substantial: worked example study required 46-68% less time in Experiment 1 and 48-69% in Experiment 2 than the other instructional approaches. (C) 2015 Elsevier Ltd. All rights reserved.