View source for Effect of adding simple worked examples to problem-solving in algebra learning

''Lisa Anthony, Jie Yang, Kenneth R. Koedinger''

=== Summary Table ===
{| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"
| '''PIs''' || Lisa Anthony, Jie Yang, & Ken Koedinger
|-
| '''Other Contributers''' || n/a
|-
| '''Study Start Date''' || December 4, 2006
|-
| '''Study End Date''' || December 20, 2006
|-
| '''LearnLab Site''' || Central Westmoreland Career & Technology Center (CWCTC)
|-
| '''LearnLab Course''' || Algebra
|-
| '''Number of Students''' || 38
|-
| '''Total Participant Hours''' || 114
|-
| '''DataShop''' || To be completed ASAP
|}

=== Abstract ===
This ''in vivo'' experiment compared differences in learning that occur when students problem solve vs when they problem solve aided by worked [[example]]s.  Students worked in the standard Cognitive Tutor Algebra lesson on 2-step problems.  Those in the worked examples condition copied the worked example given to them using the solver's interface the first time they saw a particular problem type (''i.e.'', ax+b=c or a/x=c); following that, an analogous example would appear each time the students solve a similar problem.

The hypothesis of this study was that students who were given the worked examples would experience improved learning in both normal learning and in terms of the [[robust learning]] measures of [[transfer]] and [[accelerated future learning]].  Copying the problem the first time the students encountered a particular problem type acts as additional scaffolding for students to solve the problems.

Results are forthcoming.

=== Glossary ===
Forthcoming, but will probably include
* Sample worked-out-example:
[[Image:lanthony-example-unit9.jpg]]

=== Research question ===
Is robust learning affected by the addition of scaffolded worked examples to the problem-solving process?

=== Background & Significance ===
...Worked examples studies undergone at PSLC and beyond...

See VanLehn's paper on students using examples -- copying vs. as feedback ...
Lefevre & Dicksen ... (1986). Cognition and Instruction.

See Koedinger & Aleven's Assistance Dilemma explanation ...

=== Independent Variables ===
One independent variable was used:
* Inclusion of worked example: present or not present.

=== Hypothesis ===
The inclusion of worked examples during the problem-solving process will have benefits for learning by virtue of the scaffolding provided by having the students copy the example the first time they see a particular problem type.

=== Dependent variables ===
* ''Near [[transfer]], immediate'': Students were given a 15-minute post-test after their sessions with the computer tutor had concluded.

* ''Near transfer, [[retention]]'': We intend to analyze the log data from the students' Cognitive Tutor usage in the equation solving unit that followed the 2-step problems, to determine if there was any difference in performance at the start of that lesson.

* ''Far transfer'': Far transfer items such as 3-step problems and literal equations were included on the immediate post-test.

* ''[[Accelerated future learning]]'':  We intend to analyze the log data from the students' Cognitive Tutor usage in the equation solving unit that followed the 2-step problems, to determine if there were learning curve differences during training.

=== Findings ===
Final findings in progress.

=== Explanation ===
This study is part of the [[Coordinative Learning]] cluster and addresses the examples and explanation sub-group.

The students were given examples throughout their use of the tutor.  On the first instance of a particular problem type, students were asked to copy out a worked example; on subsequent instances, examples remained on the screen while students solved analogous problems.

=== Descendants ===

None.

=== Annotated Bibliography ===

Analysis and write-up in progress.

=== Further Information ===
Connected to [[Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving]] in the [[Refinement and Fluency]] cluster.

=====Plans for June 2007-December 2007=====

* Complete transition of log data to DataShop.
* Analyze data to determine effect of including examples on pre to post test gains and/or learning curves.
* Write up results for publication in a learning science conference.
* Lab study comparing alternative methods of delivering and presenting worked examples is a possible side avenue for the parent project of this study ([[Handwriting Algebra Tutor]]).