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Promoting learning by observing deep-level reasoning questions on quantitative physics problem solving with Andes
| Content Provider | Semantic Scholar |
|---|---|
| Author | Craig, Scotty D. Lehn, Kurt Van Chi, Michelene T. H. |
| Copyright Year | 2008 |
| Abstract | As e-learning environments become a standard form of instruction more learners are forced to view video examples as a substitute for interactive classroom learning. These non-interactive multimedia environment that use auditory narration to improve learning have been referred to as a vicarious learning environment (See Gholson & Craig, 2006 for review). More specifically, vicarious learning environments are multimedia environments in which the learners see and/or hear content for which they are not the addressees and have no way of physically interacting with the source of the content they are attempting to master (Craig, Sullins, Witherspoon, & Gholson, 2006; Gholson & Craig, 2006). A primary mechanism required for learning within these environments is that the learner stays cognitively active during the learning process (Chi, Hausman, & Roy, in press). In that, the learners’ process incoming information so that coherent mental representations are formed and integrated into existing mental representations or schemas (Craig, et al., 2006). The deep-level reasoning questions effect The deep-level reasoning questions effect is one example of the impact that these narratives can have on learning from multimedia. It has long been known that question generation is one of the processing components that support comprehension (Graesser, Singer, & Trabasso, 1994; Kintsch, 1998), problem solving, and reasoning (Graesser, Baggett, & Williams, 1996; Sternberg, 1987). The Adjunct question literature also shows that forcing students to answer questions during reading will improve learning from text (Hamaker, 1986). However, in a series of two studies, Craig, et al. (2006) showed that inserting these deeper-level questions into the auditory narrative of a multimedia environment improves learning over both a narrative description without the deep-level questions and even above an interactive tutoring system, AutoTutor. |
| Starting Page | 1065 |
| Ending Page | 1068 |
| Page Count | 4 |
| File Format | PDF HTM / HTML |
| Volume Number | 2008 |
| Alternate Webpage(s) | http://www.public.asu.edu/~kvanlehn/Not%20Stringent/PDF/08_Scotty_Site_paper.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
