通过子目标标签提高在基于计算机的学习环境中解决问题的能力

Lauren E. Margulieux, R. Catrambone
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引用次数: 16

摘要

基于计算机的学习环境可以为大规模学习提供宝贵的资源,但在这些环境中,学生可能在没有教师的情况下学习。子目标标签已经在STEM领域的工作示例中使用,以帮助学习者理解一组步骤的目的,这一特性提高了问题解决的性能[1]。然而,子目标标签尚未在教学文本中进行测试。本研究探讨了这种干预。本研究结果表明,在文本和示例中同时获得子目标标签的学习者表现优于其他条件下的学习者。然而,当子目标标记的文本与未标记的示例配对时,性能并没有提高。这些发现表明,当子目标标记的教学文本与子目标标记的示例配对时,可以提高基于计算机的学习环境中的表现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Improving problem solving performance in computer-based learning environments through subgoal labels
Computer-based learning environments can provide valuable resources for learning at scale, but students in these environments might learn without an instructor. Subgoal labels have been used in worked examples in STEM domains to help a learner understand the purpose of a set of steps, and this feature has increased problem solving performance [1]. Subgoal labels, however, have not been tested in instructional text. The present study explored this intervention. The results of the present study show that learners who received subgoal labels in both the text and example outperformed those in other conditions. When subgoal labeled text is paired with an unlabeled example, however, performance does not improve. These findings indicate that subgoal labeled instructional text when paired with subgoal labeled examples can improve performance in a computer-based learning environment.
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