The Impact of Algebra Worked Example Presentations on Student Learning

Autor/inn/en	Smith, Hannah; Closser, Avery H.; Ottmar, Erin; Chan, Jenny Yun-Chen
Titel	The Impact of Algebra Worked Example Presentations on Student Learning
Quelle	In: Applied Cognitive Psychology, 36 (2022) 2, S.363-377 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Hannah) ORCID (Closser, Avery H.) ORCID (Ottmar, Erin) ORCID (Chan, Jenny Yun-Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3925
Schlagwörter	Algebra; Mathematics Instruction; Equations (Mathematics); Problem Solving; Learning Theories; Learning Strategies; Mathematics Tests; Pretests Posttests; Intelligent Tutoring Systems; Teaching Methods; Cognitive Ability; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Equations; Mathematics; Gleichungslehre; Problemlösen; Learning theory; Lerntheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Intelligentes Tutorsystem; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Unterrichtserfolg
Abstract	Worked examples are effective learning tools for algebraic equation solving. However, they are typically presented in a static concise format, which only displays the major derivation steps in one static image. The current work explores how worked examples that vary in their extensiveness (i.e., detail) and degree of dynamic presentation (i.e., static vs. sequential line-by-line vs. dynamic format that demonstrates the problem-solving process) impact learning. We conducted an online experiment in which 230 algebra students completed a pretest, studied worked examples in one of six presentation conditions, and completed a posttest. We found that overall, students improved from pretest to posttest after viewing the worked examples; we did not find significant differences on posttest performance between worked example presentations. These results have implications for the design of worked examples in online tutoring systems as well as for cognitive load theory and perceptual learning theory in the design of worked examples. [Small Business Innovation Research provided additional funding for this research.] (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01