An empirical study on signaling effects supporting high school students for their learning of the ethics textbook.

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This study examined how signaling support high school students for their use of structure strategies which regulate their outlining, when they learn the ethics textbook, which is written as a doxography. The research study showed signaling supports their understanding. In the development study, the PC system which evaluates continuous use of their structure strategies from a sequential view was developed. In the evaluation study, it was shown that the expert of the structure strategy receive a benefit of the signaling more than that the inexpert in high school students by using the above system.