Combining Worked Examples and Problem Solving in a Data-Driven Logic Tutor

Conference paper

DOI: 10.1007/978-3-319-39583-8_40

Part of the Lecture Notes in Computer Science book series (LNCS, volume 9684)
Cite this paper as:
Liu Z., Mostafavi B., Barnes T. (2016) Combining Worked Examples and Problem Solving in a Data-Driven Logic Tutor. In: Micarelli A., Stamper J., Panourgia K. (eds) Intelligent Tutoring Systems. ITS 2016. Lecture Notes in Computer Science, vol 9684. Springer, Cham

Abstract

Previous research has shown that worked examples can increase learning efficiency during computer-aided instruction, especially when alternatively offered with problem solving opportunities. In this study, we investigate whether these results are consistent in a complex, open-ended problem solving domain, where students are presented with randomly ordered sets of worked examples and required problem solving. Our results show that worked examples benefits students early in tutoring sessions, but are comparable to hint-based systems for scaffolding domain concepts. Later in tutoring sessions, worked examples are less beneficial, and can decrease performance for lower-proficiency students.

Keywords

Worked examples Data-driven tutor Problem solving 

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Department of Computer ScienceNorth Carolina State UniversityRaleighUSA

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