Optimizing Worked‐Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem‐Solving Practice

Moreno, Roxana; Reisslein, Martin; Özoğul, Gamze

doi:10.1002/j.2168-9830.2009.tb01007.x

Cited by 60 publications

(34 citation statements)

References 42 publications

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“…One interesting direction in the context of technical literacy education is to examine the integration of equations and circuit diagrams in the context of instructional strategies based on worked examples, which have received growing interest [47]- [49]. Another direction is to examine the integration of equations into circuit diagrams in the context of more complex circuit analysis taught to engineering majors.…”

Section: Future Directionsmentioning

confidence: 99%

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

et al. 2012

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Abstract-Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diagrams on the learning of non-engineering undergraduate students. This experimental study compared three integration designs. In the cumulative integrated design, as each practice problem solution progressed, the equations were cumulatively integrated into the circuit diagram. In the stepwise integrated design, only those equations relevant to the present step of the problem were integrated into the circuit diagram; previously displayed equations were moved to an adjacent frame and recorded there. The nonintegrated design recorded all equations in the adjacent frame throughout each of the problems. Student learning was measured with a problem-solving near-transfer and far-transfer post-test. Students rated the helpfulness of the diagrams and difficulty of the instructional program. Results indicated that participants in the cumulative integrated condition scored significantly higher on the near-transfer post-test and marginally significantly higher on the far-transfer post-test compared to the stepwise and nonintegrated conditions. Findings indicate that circuit analysis instruction for non-engineering students should integrate equations into circuit diagrams in a cumulative fashion so as to avoid the split-attention effect for both the previously displayed equations as well as the equations for the present problem step.

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Section: Future Directionsmentioning

confidence: 99%

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

et al. 2012

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“…Reviews by Azevedo and Bernard (1995) as well as Mason and Bruning (2001) have similarly found benefits of immediate feedback for learning problem solving. Studies by Dihoff, Brosvic, Epstein, and Cook (2004) for the domain of preparation for general factual knowledge tests, and recently by Moreno, Reisslein, and Ozogul (2009) in the engineering problem solving domain, as well as Lin, Lai, and Chuang, (2013) on database concepts found also that immediate (timely) feedback after individual problem steps leads to improved learning compared to delayed feedback that is given after a learner has attempted to solve an entire multi-step problem. Van der Kleij, Eggen, Timmers, and Veldkamp (2012) in their examination of students learning economics facts found that students paid closer attention to immediate feedback than to delayed feedback.…”

Section: Immediate Feedbackmentioning

confidence: 97%

“…The diagram was represented with conventional abstract electrical engineering symbols (Johnson, Reisslein, & Reisslein, 2013;Reisslein, et al, 2010). The prompts for entering the solution attempts and the corresponding corrective and explanatory feedback (Moreno, 2004;Moreno & Mayer, 2007;Moreno, et al, 2009) were displayed in the bottom half of the screen.…”

Section: Apparatusmentioning

confidence: 99%

Transitional feedback schedules during computer-based problem-solving practice

Johnson

Reisslein

2015

Computers & Education

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Feedback has a strong influence on effective learning from computer-based instruction. Prior research on feedback in computer-based instruction has mainly focused on static feedback schedules that employ the same feedback schedule through an instructional session. This study examined transitional feedback schedules in computer-based multimedia instruction on procedural problem-solving in electrical circuit analysis. Specifically, we compared two transitional feedback schedules: the TFS-P schedule switched from initial feedback after each problem step to feedback after a complete problem at later learning states; the TFP-S schedule transitioned from feedback after a complete problem to feedback after each problem step. As control conditions, we also considered two static feedback schedules, namely providing feedback after each practice problem-solving step (SFS) or providing feedback after attempting a complete multi-step practice problem (SFP). Results indicate that the static stepwise (SFS) and transitional stepwise to problem (TFS-P) feedback produce higher problem solving near-transfer post-test performance than static problem (SFP) and transitional problem to step (TFP-S) feedback. Also, TFS-P resulted in higher ratings of program liking and feedback helpfulness than TFP-S. Overall, the study results indicate benefits of maintaining high feedback frequency (SFS) and reducing feedback frequency (TFS-P) compared to low feedback frequency (SFP) or increasing feedback frequency (TFP-S) as novice learners acquire engineering problem solving skills.

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“…First, authoring tools for video creation continue to increase in power and ease of use, while simultaneously dropping in price. Second, the research on the worked-example effect [1]- [3] continues to support the notion that video-based worked examples can be effective instructional supports for novice learners. The coalescence of these two factors has led to the ubiquity of instructional videos available online across a huge range of topics.…”

Section: Introductionmentioning

confidence: 94%

A Laboratory Study of Student Usage of Worked-example Videos to Support Problem Solving

Berger¹,

Wilson²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Despite the commonplace usage of video resources for engineering instruction, an understanding of precisely how students use such videos to support their problem solving and learning is incomplete. Researchers generally find that both students and faculty like using instructional videos (if 'well constructed'), especially in the format of so-called 'worked examples' in which an expert records a problem solution for learner consumption. Cognitive load theory (CLT) has successfully affirmed instructional worked-example interventions as more effective and efficient than problem solving in novice-phase skill acquisition. However, most worked-example studies look at pre/post performance on problem solving in which the worked-example is the intervention, rather than studying student use of the worked-example itself in great detail. This study begins to address the gap in our understanding of how students use worked-example videos to support their problem solving. In this laboratory-based research, we studied problem-solving processes of a group of 24 students enrolled in a required mechanical engineering sophomorelevel course. In the experiment, students were presented a dynamics problem to be solved, provisioned with an equation sheet, an online calculator, and a video described as 'potentially useful.' Real-time data about student problem solving process and use of the video was captured via a Livescribe smartpen and a Mirametrix eye-gaze capture system (which captured their interactions with the video). Pre-and post-surveys about student attitudes about technology, perceptions of task difficulty, and academic transcript information are also included in the data set. Experimental videos and transcripts were coded for themes, and data about both task efficiency and task performance were extracted from the experimental evidence. Taken together, the results suggest that student usage of video resources can be broadly described by several archetypes, although in this study successful problem solution was possible regardless of archetype. These results will continue to inform academic coaching of students in our classes about optimal use of video resources.

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Optimizing Worked‐Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem‐Solving Practice

Cited by 60 publications

References 42 publications

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

Technological Literacy Learning With Cumulative and Stepwise Integration of Equations Into Electrical Circuit Diagrams

Transitional feedback schedules during computer-based problem-solving practice

A Laboratory Study of Student Usage of Worked-example Videos to Support Problem Solving

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