Video-based modeling examples and comparative self-explanation prompts for teaching a complex problem-solving strategy.

Autor/inn/en	Meier, Julius Moritz; Hesse, Peter; Abele, Stephan; Renkl, Alexander; Glogger-Frey, Inga
Titel	Video-based modeling examples and comparative self-explanation prompts for teaching a complex problem-solving strategy.
Quelle	In: Journal of computer assisted learning, 40 (2024) 4, S. 1852-1870Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen; Abbildungen
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909; 1365-2729
DOI	10.1111/jcal.12991
Schlagwörter	Expertenwissen; Arbeitsgedächtnis; Kognitive Entwicklung; Kognitive Kompetenz; Problemlösen; Videotechnik; Kraftfahrzeugmechaniker; Vorwissen; Kraftfahrzeugmechanikerin
Abstract	Background: In example-based learning, examples are often combined with generative activities, such as comparative self-explanations of example cases. Comparisons induce heavy demands on working memory, especially in complex domains. Hence, only stronger learners may benefit from comparative self-explanations. While static text-based examples can be compared easily, this is challenging for transient video-based modelling examples used in complex domains because simultaneous processing of two videos is not feasible. Objectives: To allow for such comparisons, we combined video-based modelling examples with static representations (i.e., summarizing tables) of the observed optimal and a suboptimal solution of the problem-solving process. A comparative self-explanation prompt asked learners to compare the different solution approaches. Our study investigated the impact of video-based modelling examples versus independent problem-solving on cognitive load and problem-solving skill development. Moreover, we investigated the effects of comparative versus sequential self-explanation prompts, depending on learners' prior knowledge. Methods: In an experiment, 118 automotive apprentices learned a car malfunction diagnosis strategy. Apprentices were divided into three groups: (1) modelling examples with comparative self-explanation prompts, (2) modelling examples with sequential prompts, and (3) no examples or prompts. Diagnostic knowledge and skills were assessed before and after the intervention. Cognitive load was measured retrospectively. Results and conclusions: Despite no observed effects on cognitive load, modelling examples enhanced diagnostic knowledge and diagnostic skills with scaffolds, though not independent diagnostic skills without scaffolds. The need for more practice opportunities to foster independent diagnostic skills is assumed. Additionally, comparative prompts seem promising for learners with higher prior knowledge. Takeaways: Video-based modelling examples were more beneficial for learning than practising to apply the diagnostic strategy. Static representations allow for comparisons of video examples and comparative prompts are promising for learners with higher prior knowledge (cf. expertise-reversal effect). Further research, especially on the effects on cognitive load, is necessary. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/1