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Promoting learning by observing deep-level reasoning questions on quantitative physics problem solving with Andes
PROCEEDINGS

, University of Memphis, United States ; , , University of Pittsburgh, LRDC/PSLC, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

An In vivo classroom research study was conducted to test the generalizability of the deep-level reasoning questions effect from the vicarious learning literature to a procedural quantitative physics domain using data from the ANDES intelligent homework system in the PSLC Physics LearnLab (www.LearnLab.org) at the USNA. This study tested the long term impact of using videos to introduce a topic with a guided learning with deep-level questions against unguided learning controls on student's homework performance. While there were no long term learning differences, the participants introduced to the material via videos guided by deep questions completed homework in significantly less time than control participants.

Citation

Craig, S., VanLehn, K. & Chi, M.T.H. (2008). Promoting learning by observing deep-level reasoning questions on quantitative physics problem solving with Andes. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1065-1068). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 16, 2019 from .

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