Timing of cueing in complex problem-solving tasks: Learner versus system control.
Task-specific cueing formats that promote the automation and construction of problem-solving schemas should ideally be presented just in time to students learning to solve complex problems. This article reports experimental work comparing learner-controlled cueing, system-controlled cueing, and no c...
| Publicado en: | Computers in Human Behavior Vol. 22; no. 2; pp. 191 - 206 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Elsevier Science
March 2006
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Task-specific cueing formats that promote the automation and construction of problem-solving schemas should ideally be presented just in time to students learning to solve complex problems. This article reports experimental work comparing learner-controlled cueing, system-controlled cueing, and no cueing among 34 sophomore law students in a multimedia practical aimed at learning to prepare and hold a plea in court. The cueing consisted of a combination of process worksheets (PW) and worked out examples (WOE). Our main hypotheses that participants with cueing would outperform those without cueing and that participants with learner-controlled cueing would outperform those with system-controlled cueing were partly confirmed by the learning and transfer outcomes on a training and transfer task. Theoretical and practical implications of these findings are discussed. Copyright (c) 2005 Elsevier Ltd |
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