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- Subgoal learning (3)
- Worked examples (3)
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- Computing education (1)
- Constructive learning (1)
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- Subgoal learning; self-explanation; worked examples; computing education. (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
Training Learners To Self-Explain: Designing Instructions And Examples To Improve Problem Solving, Lauren Margulieux, Briana B. Morrison, Mark Guzdial, Richard Catrambone
Training Learners To Self-Explain: Designing Instructions And Examples To Improve Problem Solving, Lauren Margulieux, Briana B. Morrison, Mark Guzdial, Richard Catrambone
Learning Sciences Faculty Publications
In this experiment, we integrated two learning methods – subgoal learning and constructive learning – to explore their interactions and effects on solving computer programming problems. We taught learners to solve problems using worked example and practice problem pairs with one of three kinds of instructional design that either did not highlight the subgoals, described the subgoals, or prompted participants to describe the subgoals for themselves. In addition, we varied the distance of transfer between the worked example and practice problem pairs. We found that instructions that highlighted subgoals improved performance on later problem solving tasks. The groups that performed …
Employing Subgoals In Computer Programming Education, Lauren Margulieux, Richard Catrambone, Mark Guzdial
Employing Subgoals In Computer Programming Education, Lauren Margulieux, Richard Catrambone, Mark Guzdial
Learning Sciences Faculty Publications
The rapid integration of technology into our professional and personal lives has left many education systems ill-equipped to deal with the influx of people seeking computing education. To improve computing education, we are applying techniques that have been developed for other procedural fields. The present study applied such a technique, subgoal labeled worked examples, to explore whether it would improve programming instruction. The first two experiments, conducted in a laboratory, suggest that the intervention improves undergraduate learners’ problem solving performance and affects how learners approach problem solving. A third experiment demonstrates that the intervention has similar, and perhaps stronger, effects …
Improving Problem Solving With Subgoal Labels In Expository Text And Worked Examples, Lauren Margulieux, Richard Catrambone
Improving Problem Solving With Subgoal Labels In Expository Text And Worked Examples, Lauren Margulieux, Richard Catrambone
Learning Sciences Faculty Publications
In highly procedural problem solving, procedures are typically taught with context-independent expository text that conceptually describes a procedure and context-dependent worked examples that concretely demonstrate a procedure. Subgoal labels have been used in worked examples to improve problem solving performance. The effect of subgoal labels in expository text, however, has not been explored. The present study examined the efficacy of subgoal labeled expository text and worked examples for programming education. The results show that learners who received subgoal labels in both the text and example are able to solve novel problems better than those who did not. In addition, subgoal …
Learning Loops: A Replication Study Illuminates Impact Of Hs Courses, Briana B. Morrison, Adrienne Decker, Lauren Margulieux
Learning Loops: A Replication Study Illuminates Impact Of Hs Courses, Briana B. Morrison, Adrienne Decker, Lauren Margulieux
Learning Sciences Faculty Publications
A recent study about the effectiveness of subgoal labeling in an introductory computer science programming course both supported previous research and produced some puzzling results. In this study, we replicate the experiment with a different student population to determine if the results are repeatable. We also gave the experimental task to students in a follow-on course to explore if they had indeed mastered the programming concept. We found that the previous puzzling results were repeated. In addition, for the novice programmers, we found a statistically significant difference in performance based on whether the student had previous programming courses in high …
A Taxonomy To Define Courses That Mix Face-To-Face And Online Learning, Lauren Margulieux, W. Michael Mccracken, Richard Catrambone
A Taxonomy To Define Courses That Mix Face-To-Face And Online Learning, Lauren Margulieux, W. Michael Mccracken, Richard Catrambone
Learning Sciences Faculty Publications
The efficacy of courses that mix face-to-face and online instruction, such as blended, hybrid, flipped, and inverted courses, is contested in the literature. Some studies find that they improved learning outcomes and some do not. We argue that these unreliable results are due to inconsistent definitions of these courses. To address this problem, we propose the Mixed Instructional eXperience (MIX) taxonomy to define hybrid, blended, flipped, and inverted based on two dimensions. To test the usefulness of the taxonomy to organize the literature, we reclassified research using the taxonomy. The analysis of the literature after reclassification revealed themes that illuminate …
Using Subgoal Learning And Self-Explanation To Improve Programming Education, Lauren Margulieux, Richard Catrambone
Using Subgoal Learning And Self-Explanation To Improve Programming Education, Lauren Margulieux, Richard Catrambone
Learning Sciences Faculty Publications
The present study explored passive, active, and constructive methods of learning problem solving procedures. Using subgoal learning, which has promoted retention and transfer in procedural domains, the study compared the efficacy of different methods for learning a programming procedure. The results suggest that constructive methods produced better problem solving performance than passive or active methods. The amount of instructional support that learners received in the three different constructive interventions also affected performance. Learners performed best when they either received hints about the subgoals of the procedure or received feedback on the subgoal labels that they constructed, but not when they …
Interaction Of Instructional Material Order And Subgoal Labels On Learning In Programming, Laura M. Schaeffer, Lauren Margulieux, Richard Catrambone
Interaction Of Instructional Material Order And Subgoal Labels On Learning In Programming, Laura M. Schaeffer, Lauren Margulieux, Richard Catrambone
Learning Sciences Faculty Publications
Subgoal labeled expository instructions and worked examples have been shown to positively impact student learning and performance in computer science education. This study examined whether problem solving performance differed based on the order of expository instructions and worked examples and the presence of subgoal labels within the instructions. Participants were 132 undergraduate college students. A significant interaction showed that when learners were presented with the worked example followed by the expository instructions containing subgoal labels, the learner was better at outlining the procedure for creating an application. However, the manipulations did not affect novel problem solving performance or explanations of …