Problem Order Implications for Learning Transfer
Problem Order Implications for Learning Transfer
复制标题
问题顺序对学习迁移的影响
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
K. Koedinger
中科院分区：
文献类型：
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作者：
Nan Li;William W. Cohen;K. Koedinger
向学生提出问题的顺序是影响学习效果的重要变量。先前的研究表明，以分块顺序解决问题（即在学生切换到下一个问题类型之前完成一种类型的所有问题）会导致比以交错顺序解决问题更有效的表现。虽然结果开始积累，但我们对造成这种影响的原因却知之甚少。使用从示例和问题解决经验中学习认知技能的机器学习代理 SimStudent，我们在三个数学和科学领域（即分数加法、方程求解和化学计量）进行了受控模拟研究，以比较两个问题顺序：阻塞问题顺序和交错问题顺序。结果表明，交错的问题顺序在所有三个领域中产生相同或更有效的学习，因为交错的问题顺序为学习代理提供了更多或更好的错误检测和纠正机会。研究表明，学习何时应用一项技能从交错的问题订单中获益更多，并表明学习如何应用一项技能从阻塞的问题订单中获益更多。
The order of problems presented to students is an important variable that affects learning effectiveness. Previous studies have shown that solving problems in a blocked order, in which all problems of one type are completed before the student is switched to the next problem type, results in less effective performance than does solving the problems in an interleaved order. While results are starting to accumulate, we have little by way of precise understanding of the cause of such effect. Using a machine-learning agent that learns cognitive skills from examples and problem solving experience, SimStudent, we conducted a controlled simulation study in three math and science domains (i.e., fraction addition, equation solving and stoichiometry) to compare two problem orders: the blocked problem order, and the interleaved problem order. The results show that the interleaved problem order yields as or more effective learning in all three domains, as the interleaved problem order provides more or better opportunities for error detection and correction to the learning agent. The study shows that learning when to apply a skill benefits more from interleaved problem orders, and suggests that learning how to apply a skill benefits more from blocked problem orders.