No abstract

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.

No abstract

This thesis investigated how worked examples could be used to fade assistance in the domain of algebra. The method of fading assistance was novel. It used similarity as the mode of assistance, with similar problem-example pairs providing high assistance and dissimilar pairs providing low assistance. Learning, performance, and gaze behaviours captured by an eye tracker were analyzed across three conditions -a faded assistance condition, a constant assistance condition, and a reverse faded assistance condition. Participant's personality traits and attitudes and behaviours regarding math were also collected and correlated with eye gaze sequences. We found that, contrary to our hypothesis, the reverse faded assistance condition resulted in the greatest learning gains. We analyzed the gaze behaviours to shed light on this finding and found that participants in this condition focused significantly more on the problem solution, suggesting more cognitive processing during problem solving than in the other conditions. ii

No abstract