Cognitive Conflict and Learning Efficiency - Effects of a Conflict Inducing Learning Software

In this study we tested whether the induction of a cognitive conflict by an adequate learning programme would improve learning and memory achievement. In a pre-study 26 10th graders of a German Realschule (a medium-level secondary school) studied with the help of a trigonometry learning programme. During a pilot study 13 pupils learned with a conflict-inducing programme (experimental group) and 13 with a conventional programme (control group). The pupils had to "think aloud" and video rapes were made. As the protocols of thinking aloud demonstrate pupils of the experimental group showed significant more cognitive conflicts than the control group. During the following main study 36 pupils of a Realschule learned with the conflict-inducing learning programme and 32 with the conventional programme. Immediately after the learning period (posttest) and 6 weeks later (follow-up) an achievement test was done. The experimental group showed a significantly better performance than the control group as well as in the posttest as in the follow up. Immediately after the learning session pupils with a higher prior knowledge profited more from the conflict-inducing programme. This was not the case in the follow-up. The results of the study are discussed in the framework of cognitive conflict theories and theories of learner controlled programmes.