Does representational understanding enhance fluency - or vice versa? Searching for mediation models.

Autor/inn/en	Rau, Martina A.; Scheines, Richard; Aleven, Vincent; Rummel, Nikol
Titel	Does representational understanding enhance fluency - or vice versa? Searching for mediation models.
Quelle	Aus: D´Mello, S. K. (Hrsg.); Calvo, R. A. (Hrsg.); Olney, A. (Hrsg.): Proceedings of the 6th international conference on educational data mining. (EDM 2013). July 6-9, Memphis, TN, USA. (2013) S. 161-168 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-9839525-2-7
Schlagwörter	Pfadanalyse; Schüler; Schülerin; Lernen; Lernprozess; Lerntheorie; Experiment; Computerprogramm; Computerunterstützter Unterricht; Intelligentes Tutorsystem; Lernsystem; Multimediales Lernen; E-Learning; Jahr 2013; Kausalanalyse; Konferenz; Konferenzschrift; Kongress; Konzeption; Modell; Verständnis; Memphis (Tenn.); USA
Abstract	Conceptual understanding of representations and fluency in using representations are important aspects of expertise. However, little is known about how these competencies interact: does representational understanding facilitate learning of fluency (understanding-first hypothesis), or does fluency enhance learning of representational understanding (fluency-first hypothesis)? [The authors] analyze log data obtained from an experiment that investigates the effects of intelligent tutoring systems (ITS) support for understanding and fluency in connection-making between fractions representations. The experiment shows that instructional support for both representational understanding and fluency are needed for students to benefit from the ITS. In analyzing the ITS log data, [the authors] contrast the understanding-first hypothesis and the fluency-first hypothesis, testing whether errors made during the learning phase mediate the effect of experimental condition. Finding that a simple statistical model [does not fit the data, they] searched over all plausible causal path analysis models. [Their] results support the understanding-first hypothesis but not the fluency-first hypothesis. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1