Self-Explanation of Worked Examples Integrated in an Intelligent Tutoring System Enhances Problem Solving and Efficiency in Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (44th, 2022).

Autor/inn/en	Vest, Nicholas A.; Silla, Elena M.; Bartel, Anna N.; Nagashima, Tomohiro; Aleven, Vincent; Alibali, Martha W.
Titel	Self-Explanation of Worked Examples Integrated in an Intelligent Tutoring System Enhances Problem Solving and Efficiency in Algebra [Konferenzbericht] Paper presented at the Annual Meeting of the Cognitive Science Society (44th, 2022).
Quelle	(2022), (7 Seiten)Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Algebra; Mathematics Instruction; Intelligent Tutoring Systems; Middle School Students; Secondary School Mathematics; Problem Solving; Learning Strategies; Concept Formation; Instructional Effectiveness; Knowledge Level + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Intelligentes Tutorsystem; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Problemlösen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Concept learning; Begriffsbildung; Unterrichtserfolg; Wissensbasis
Abstract	One pedagogical technique that promotes conceptual understanding in mathematics learners is self-explanation integrated with worked examples (e.g., Rittle-Johnson et al., 2017). In this work, we implemented self-explanations with worked examples (correct and erroneous) in a software-based Intelligent Tutoring System (ITS) for learning algebra. We developed an approach to eliciting self-explanations in which the ITS guided students to select explanations that were conceptually rich in nature. Students who used the ITS with self-explanations scored higher on a posttest that included items tapping both conceptual and procedural knowledge than did students who used a version of the ITS that included only traditional problem-solving practice. This study replicates previous findings that self-explanation and worked examples in an ITS can foster algebra learning (Booth et al., 2013). Further, this study extends prior work to show that guiding students towards conceptual explanations is beneficial. [This paper was published in: "Proceedings of the 44th Annual Conference of the Cognitive Science Society," edited by J. Culbertson et al., Cognitive Science Society, 2022, pp. 3466-72.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01