Literaturnachweis - Detailanzeige
Autor/inn/en | Borracci, Giuliana; Gauthier, Erica; Jennings, Jay; Sale, Kyle; Muldner, Kasia |
---|---|
Titel | The Effect of Assistance on Learning and Affect in an Algebra Tutor |
Quelle | In: Journal of Educational Computing Research, 57 (2020) 8, S.2032-2052 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jennings, Jay) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0735-6331 |
DOI | 10.1177/0735633118822103 |
Schlagwörter | Intelligent Tutoring Systems; Mathematics Instruction; Mathematics Education; Algebra; Mathematics Activities; Problem Solving; Educational Technology; Observational Learning; Learning Processes; Undergraduate Students; Outcomes of Education |
Abstract | We investigated the impact of assistance on learning and affect during problem-solving activities with a computer tutor we built using the Cognitive Tutor Authoring Tools framework. The tutor delivered its primary form of assistance in the form of worked-out examples. We manipulated the level of assistance the examples in the tutor provided, by having similar problem-example pairs in one version of the tutor (high-assistance condition) and reduced similarity problem-example pairs in the other version (reduced-assistance condition). The reduced-assistance condition resulted in significantly higher learning, without increasing negative affect like frustration. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |