The Effect of Assistance on Learning and Affect in an Algebra Tutor

被引：8

作者：

Borracci, Giuliana ^{[1
]}

Gauthier, Erica ^{[1
]}

Jennings, Jay ^{[1
]}

Sale, Kyle ^{[1
]}

Muldner, Kasia ^{[1
]}

机构：

[1] Carleton Univ, Inst Cognit Sci, Ottawa, ON, Canada

来源：

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH | 2020年 / 57卷 / 08期

基金：

加拿大自然科学与工程研究理事会;

关键词：

worked examples; assistance; learning; affect; Cognitive Tutor Authoring Tools (CTAT) tutor; ERRONEOUS EXAMPLES; ACQUISITION; PERFORMANCE; MATHEMATICS; SIMILARITY; EFFICIENCY; KNOWLEDGE; STRATEGY; STUDENTS; EVENTS;

D O I：

10.1177/0735633118822103

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：2032 / 2052

页数：21

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