Completion problems can reduce the illusions of understanding in a computer-based learning environment on genetics.

Autor/inn/en	Mihalca, Loredana; Mengelkamp, Christoph; Schnotz, Wolfgang; Paas, Fred
Titel	Completion problems can reduce the illusions of understanding in a computer-based learning environment on genetics. Gefälligkeitsübersetzung: Vervollständigungsprobleme vermindern die Illusion des Verstehens in einer computergestützten Lernumwelt für Genetik.
Quelle	In: Contemporary educational psychology, (2015) 41, S. 157-171Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2015.01.001
Schlagwörter	Einstellung (Psychologie); Metakognition; Problemlösen; Lehrer; Unterweisung; Computerunterstütztes Verfahren; Naturwissenschaftlicher Unterricht; Energiebedarf; Zeitmanagement; Aufgabe; Beurteilung; Komplexität
Abstract	Examined the influence of different types of instructional support (incomplete worked-out examples vs completion problems and conventional problems) on metacognitive judgments of task difficulty and invested mental effort. 67 college students (mean age 22 years) solved five training problems on the subject of genetic inheritance followed by a post-test. All material, including a prior knowledge test, a perceived difficulty scale, and a mental effort rating scale were presented in a Web-based learning environment. Results indicate that irrespective of the type of instructional support, students increased their performance significantly from prior knowledge test to posttest. As predicted, students learning with incomplete worked-out examples showed an underestimation of task difficulty and overestimated their performance compared with students from the other two conditions. Contrary to the hypothesis, accuracy of metacognitive judgments was not influenced by students' prior knowledge. In sum, incomplete worked-out examples are prone to trigger an illusion of understanding. Further research to examine effects from the use of completion problems for learning tasks of different complexities is suggested. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3