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Llord-Ratcliffe, Kiera. "Worked Examples in Video Lessons to Reduce Cognitive Load." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/91.
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Informed parent advocates are essential to planning the educational outcomes of their children with special needs in the K through 12 public school system. However, inappropriate instructional techniques used in advocacy training may reduce trainees' learning outcomes by adding complexity and increasing cognitive load. This study examined whether using worked examples to break down complex problems into component parts to build long term schema could lower cognitive load and thus improve learning outcomes for parent advocacy trainees. Based on cognitive load theory, this 2 x 3 factorial design study examined the efficacy of noninteractive video lessons for parent trainees using worked examples to reduce extraneous cognitive load. Research questions explored the relationships between the independent variables of using worked examples and parents' perceived class relevance on the dependent variable, change in cognitive load of parent trainees, as well as the interaction between training type and perceived class relevance. Two groups of 65 adults in advocacy training (N = 130) participated in a video lesson in either the worked examples or nonworked examples format as part of their advocacy training. The NASA Task Load Index and the Perceived Class Relevance Survey instruments were used to measure cognitive load of trainees and perceptions of training relevance. Key findings included a significant main effect between the use of worked examples and change in cognitive load and significant interaction effects with the perception of class relevance. Training was developed for advocacy trainers in the use of worked examples for learners new to a domain. Implications for social change include improved learning outcomes for parents who must learn IEP terminology in beginning classes to effectively advocate for their children.
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Shareghi, Najar Amir. "Evaluating the benefits of worked examples in a constraint-based tutor." Thesis, University of Canterbury. Computer Science and Software Engineering, 2014. http://hdl.handle.net/10092/9683.
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Empirical studies have shown that learning from worked examples is an effective learning strategy. A worked example provides step-by-step explanations of how a problem is solved. Many studies have compared learning from examples to unsupported problem solving, and suggested presenting worked examples to students in the initial stages of learning, followed by problem solving once students have acquired enough knowledge. Recently, researchers have started comparing learning from examples to supported problem solving in Intelligent Tutoring Systems (ITSs). ITSs provide multiple levels of assistance to students, adaptive feedback being one of them. The goal of this research is to investigate using examples in constraint-based tutors by adding examples into SQL-Tutor. SQL-Tutor is a constraint-based tutor that teaches the Structured Query Language (SQL). Students with different prior knowledge benefit differently from studying examples; thus, another goal of the research is to propose an adaptive model that considers the student’s prior knowledge for providing worked examples.
Evaluation of this research produced promising results. First, a fixed sequence of alternating examples and problems was compared with problems only and examples only. The result shows that alternating examples and problems is superior to the other two conditions. Then, a study was conducted, in which a fixed sequence of alternating worked examples and tutored problem solving is compared with a strategy that adapts the assistance level to students’ needs. The adaptive strategy determines the type of the task (a worked example, a faded example or a problem to be solved) based on how much assistance the student received in the previous problem. The results show that students in the adaptive condition learnt significantly more than their peers who were presented with the fixed sequence of worked examples and problem solving. The final study employed eye tracking and demonstrated that novices and advanced students study SQL examples differently. Such information can be used to provide proactive rather than reactive feedback messages to students’ actions.
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McCann, Nicholas Francis. "Using Error Anticipation Exercises as an Instructional Intervention in the Algebra Classroom." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/591666.
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Math & Science EducationPh.D.
Researchers and instructors have only recently embraced the role of errors as vehicles for learning in the algebra classroom. Studying a mixture of correct and incorrect worked examples has been shown to be beneficial relative to correct worked examples alone. This study examines the effectiveness of having students generate, or anticipate, errors another student might make. Five Algebra 1 sections at a suburban mid-Atlantic public high school participated amid an early equation-solving unit. During teacher-led instruction, all five sections examined 2-3 correct worked examples. The final example varied across conditions. One section received an additional correct worked example. Two sections examined an incorrect worked example. The remaining two sections engaged in an error anticipation exercise where the teacher wrote an equation on the board and asked the students to predict errors another student might make in solving. The study measured conceptual and procedural knowledge, encoding ability, and student-generated errors. Although no meaningful significant differences were found, students in the error anticipation condition saw no difference in performance in conceptual and procedural items versus those who examined incorrect worked examples. Analysis that combined the error anticipation and incorrect worked examples conditions showed that those students trended toward outperforming those who examined correct examples only on procedural items. These results support further examination of error anticipation as a worthwhile instructional activity.
Temple University--Theses
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Kick-Samy, Mary. "Worked examples in teaching queries for searching academic databases." Thesis, Old Dominion University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571174.
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The worked-example effect, an application of cognitive load theory, is a well-supported method of instruction for well-structured problems (Chandler and Sweller, 1991; Cooper and Sweller, 1987; Sweller and Cooper, 1985; Tuovinen & Sweller, 1999; Ward and Sweller, 1990). One limitation is expertise-reversal effect, where advanced students perform less well when exposed to worked examples than when exposed to traditional problem solving (Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga, Chandler, & Sweller, 1998; Kalyuga, Chandler, Tuovinen, & Sweller, 2001). A possible alternative to the worked-example approach is the fading example, designed to transition intermediate students to solving well-structured problems without assistance (Renkl, Atkinson & Grobe, 2004). This study showed that studying worked examples was more effect than solving problems or completing fading examples when learning to form search queries for library databases, an ill-structured problem-solving environment. In addition, participants within the worked-example group with low, intermediate and high levels of domain-specific knowledge achieved parity. Within the traditional problem-solving group, those with low domain-specific knowledge performed less well than those with high domain-specific knowledge.
Keywords: cognitive load theory, worked-example effect, fading examples, expertise-reversal effect, information literacy.
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Song, Yulun. "An authoring and presentation environment for interactive worked examples." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6152/.
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This dissertation describes an authoring environment, called IWE, which allows a teacher to develop computer-based interactive worked examples without bespoke programming. The focus is on worked examples that involve transforming one representation into another using judgments not algorithms or rules. The worked examples created are all drawn from Computing Science; for example, transforming a requirements specification into an entity-relationship diagram. Teachers model the problem-solving process as a sequence of steps demonstrating how the problem is translated step-by-step into a solution, explaining the decision-making in each step. They can incorporate questions within the examples to increase student engagement and encourage students to do active thinking. Students interact with the transformation process at their own pace to obtain experience of problem-solving. Teachers are able to evolve the examples based on feedback from students and usage data from the system. A review of educational literature identified the best practice guidelines for designing and presenting effective worked examples for novices and faded worked examples for intermediate learners. These guidelines informed the essential requirements of IWE. A prototype authoring environment was designed, implemented and evaluated. Educational literature also recommends using worked examples combined with practice of problem solving. A field study was conducted applying these recommendations to evaluate the usability of IWE. Evaluations were carried out with teachers to assess their ability to create and modify interactive worked examples while the teaching of their courses was in progress. Evaluations were also carried out with students to assess the usability of IWE. The main conclusion of this research, based on analysis of the evaluations, is that the prototype of IWE is useable by both teachers and students. It allows teachers to create interactive worked examples following best practice and evolve existing examples on the basis of feedback. It allows students to use interactive worked examples independently following best practice. Finally, the dissertation identifies some possibilities for widening the scope of this research.
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Margulieux, Lauren Elizabeth. "Subgoal labeled instructional text and worked examples in STEM education." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51782.
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In science, technology, engineering, and mathematics (STEM) education, problem solving tends to be highly procedural, and these procedures are typically taught with general instructional text and specific worked examples. Instructional text broadly defines procedures for problem solving, and worked examples demonstrate how to apply procedures to problems. Subgoal labels have been used to help students understand the structure of worked examples, and this feature has increased problem solving performance. The present study explored using subgoal labels in instructional text to further improve learners’ problem solving performance. A factorial design examined the efficacy of subgoal labeled instructional text and worked examples for programming education. The results of the present study suggest that subgoal labels in instructional text can help learners in a different way than subgoal labels in worked examples. Subgoal labels in text helped the learner articulate the general procedure better, and subgoal labels in the example helped the learner apply those procedures better. When solving novel problems, learners who received subgoal labels in both the text and example performed better than those who received subgoal labels in only the example. Learners who received subgoal labels in only the example performed better than those who received subgoal labels in only the text and those who did not receive subgoal labels at all. The present study indicates that subgoal labeled instructional text can improve novices’ problem solving performance in programming, but subgoal labels must appear in both the text and example.
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Sianez, David M. "An Analysis of Successful and Unsuccessful Example Solutions to Enhance Open-Ended Technological Problem-Solving Efficiency Among Middle School Students." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27792.
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This study investigated the usefulness of providing successful and unsuccessful example solutions in enhancing students' technological problem-solving efficiency. Prior research exploring worked example solutions indicated improved problem-solving efficiency when solutions were structured in a fashion that decreased the amount of extraneous cognitive load and increased the amount of germane cognitive load as specified by cognitive load theory. Fifty-one 7th and 8th grade students enrolled in technology education courses were selected from one school in the southwest region of Virginia. Participants completed three technological problem-solving tasks that included elevated load, cantilevered weight, and energy absorption using supply kits containing simple modeling materials. Problem-solving efficiency was determined by combining the amount of elapsed time across all three tasks. A 3 x 3 mixed factorial ANOVA was used to analyze the data. Data analysis revealed trends similar to worked example research in mathematics and science, but no significant difference among the three groups was found in this study.Ph. D.
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Nagel, Karin Lynne. "Training visual pattern recognition : using worked examples to aid schema acquisition." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/28851.
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Johnson, Karen Jo. "THE EFFECTS OF A SIMULATION WITH WORKED EXAMPLES ON EPISODIC MEMORIES AND TROUBLESHOOTING IN MAINTENANCE TECHNICIAN STUDENTS." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1870.
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The purpose of this study was to determine the effects of a simulation with workedexamples on the creation of episodic memories and the troubleshooting ability of maintenance technician students. Previous research shows that domain knowledge, conceptual knowledge, strategic knowledge, and episodic memories are all required to successfully troubleshoot. While domain, conceptual, and strategic knowledge can all be taught using traditional instruction, episodic memories require students to experience the actual troubleshooting of a fault. Simulations and worked examples are two instructional methods that have proven effective at teaching troubleshooting. This research specifically examined how a simulation combined with worked examples would affect 1) immediate troubleshooting abilities, 2) the creation of episodic memories, and 3) delayed troubleshooting abilities. This study was conducted in two stages and administered via a learning management system due to COVID-19 restrictions. The first stage included a pre-test, a training session using the simulation with worked examples, and an immediate post-test for near and far transfer of troubleshooting abilities. The second stage occurred one week later and included the final posttest for near and far transfer of troubleshooting abilities and creation of episodic memories. Answers to four troubleshooting questions on each of the pre-test and immediate and delayed post-tests were collected to determine any differences in the immediate and retained troubleshooting abilities. Answers to the solution mapping questions were collected to determine the creation of episodic memories. A repeated measure analysis of variance was conducted in SPSS to analyze the results of the troubleshooting pre- and post-tests. A correlational coefficient was used to determine any interaction between episodic memories and delayed troubleshooting abilities. Previous experience levels and participants’ major of study were also examined to determine their effect on the results. The findings show the simulation with worked examples had a statistically significant effect on delayed troubleshooting abilities and the created episodic memories had a positive correlation with the delayed troubleshooting, both with a medium effect size. However, the simulation with worked examples had no statistically significant effect on immediate troubleshooting abilities. Levels of previous experience and participants’ major of study had little effect on the results.
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Margulieux, Lauren Elizabeth. "Using subgoal learning and self-explanation to improve programming education." Diss., Georgia Institute of Technology, 2016. http://hdl.handle.net/1853/54985.
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The present study combined subgoal learning and self-explanation frameworks to improve problem solving performance. Subgoal learning has been used to promote retention and transfer in procedural domains, such as programming. The primary method for learning subgoals, however, has been through passive learning methods, and passive learning methods are typically less effective than constructive learning methods. To promote constructive methods of learning subgoals, a subgoal learning framework was used to guide self-explanation. Self-explanation is an effective method for engaging learners to make sense of new information based on prior knowledge and logical reasoning. Self-explanation is typically more effective when learners receive some guidance, especially if they are novices, because it helps them to focus their attention on relevant information. In the present study, only some of the constructive learning methods produced better problem solving performance than passive learning methods. Learners performed best when they learned constructively and either received hints about the subgoals of the procedure or received feedback on the self-explanations that they constructed, but not when they received both hints and feedback. When students received both types of guidance, they did not perform better than those who learned subgoals through passive learning methods. These findings suggest that constructive learning of subgoals can further improve the benefits of learning subgoals, but there is an optimal level of guidance for students engaging in constructive learning. Providing too much guidance can be as detrimental as providing too little. This nuance is important for educators who engage their students in constructive learning and self-explanation to recognize and promote the best results.
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Abdul, Rahman Siti Soraya. "Learning programming via worked-examples : the effects of cognitive load and learning styles." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38517/.
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This research explored strategies for learning programming via worked-examples that promote schema acquisition and transfer. However, learning style is a factor in how much learners are willing to expend serious effort on understanding worked-examples, with active learners tending to be more impatient of them than reflective learners. It was hypothesised that these two learning styles might also interact with learners' cognitive load. The research proposed a worked-example format, called a Paired-method strategy that combines a Structure-emphasising strategy with a Completion strategy. An experiment was conducted to compare the effects of the three worked-examples strategies on cognitive load measures and on learning performance. The experiment also examined the degree to which individual learning style influenced the learning process and performance. Overall, the results of the experiment were inconsistent. In comparing the effects of the three strategies, there were significant differences in reported difficulty and effort during the learning phase, with difficulty but not effort in favour of the Completion strategy. However no significant differences were detected in reported mental effort during the post-tests in the transfer phase. This was also the case for the performance on the post-tests. Concerning efficiency measures, the results revealed significant differences between the three strategy groups in terms of the learning process and task involvement, with the learning process in favour of the Completion strategy. Unexpectedly, no significant differences were observed in learning outcome efficiencies. Despite this, there was a trend in the data that suggested a partial reversal effect for the Completion strategy. Moreover, the results partially replicated earlier findings on the explanation effect. In comparing the effects of the two learning styles, there were no significant differences between active and reflective learners in the three strategy groups on cognitive load measures and on learning performance (nor between reflective learners in the Paired-method strategy and the other strategies). Finally, concerning efficiency measures, there was a significant difference between active learners in the three strategy groups on task involvement. Despite all these, effect sizes ranging from a medium to large suggested that learning styles might have interacted with learners' cognitive load.
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Miller-Cotto, Dana. "The role of prior knowledge, executive function, and perceived cognitive load on the effectiveness of faded worked examples in geometry." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/439545.
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Educational PsychologyPh.D.
Mathematics remains a subject many students fail to become competent in by the time they graduate from high school. Most students often require one on one, individualized tutoring to help them reach competence. That remains a challenge since most classrooms are understaffed and underfunded, frequently having only one teacher in a overpopulated classroom. One strategy that has been used to alleviate some of this over reliance on the teacher has been faded worked examples, or fading. Fading is the successive removal of the last steps in a series of problems until the student is solving problems completely on their own. The current study aimed to determine whether fading improves learning, and for whom. The goal was to compare fading with business as usual (control), worked examples with self-explanations, and fading with self-explanations. Specifically, I was interested in the following research questions: (1) Do the three experimental conditions differ in promoting posttest scores on surface area and volume? (2) Do the three experimental conditions differ in promoting conceptual knowledge and procedural knowledge of surface area and volume at posttest? and (3) When interaction terms are created between student profiles and conditions within regression analyses, which profiles explain significant variance in posttest scores? Repeated measures analysis of variance, principle axis factor analysis, and simple linear regressions were used to examine the differences between conditions at posttest, to create propensity scores, and to determine whether there were any interactions between propensity scores and conditions. Results indicated a significant effect of fading on posttest scores. A regression with propensity factors indicated that the fading conditions appeared to benefit low propensity students moreso than high propensity students. Findings are discussed in terms of educational implications and future research that can complement these findings to contribute to future research.
Temple University--Theses
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Zirn, Lena [Verfasser], and Frank [Akademischer Betreuer] Fischer. "Facilitating skill acquisition with video-based modeling worked examples / Lena Zirn. Betreuer: Frank Fischer." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2015. http://d-nb.info/1079140255/34.
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Oyer, Melissa Heidi. "Investigating Gender Differences in Achievement Goal Orientation in Example-Based Algebra Learning." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/253596.
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School PsychologyPh.D.
This study was designed to compare the effects of the use of worked examples and self-explanation on motivation for male and female students. More specifically, the present study examines whether there are differences between males and females with regards to their achievement goals and if gender plays a role in how students respond to questions about their motivation in the presence of other male or female students. Comparisons of student responses on Achievement Goal Questionnaire-Revised (AGQ-R) and the Patterns of Adaptive Learning Scales (PALS) were also conducted. Participants were 147 seventh-, eighth- and ninth-grade non-honors Algebra I students (82 girls and 65 boys) from three schools and eight classrooms within the same school district on the east cost of the United States of America. Results replicated the finding that females have more mastery goals than males, however no gender differences were found for either performance. In addition, it appears that students respond differently to some questions about their motivation in the presence of other male or female students. Finally, the AGQ-R and the PALS appear to be consistent representations of students' achievement goals.
Temple University--Theses
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Ginns, Paul William Education Faculty of Arts & Social Sciences UNSW. "When imagining instructions is effective." Awarded by:University of New South Wales. School of Education, 2002. http://handle.unsw.edu.au/1959.4/18634.
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Learning from worked examples typically involves study activities, involving reading such materials carefully and attempting to understand the information presented. Considerable evidence has amassed regarding the benefits for novices of studying appropriately constructed worked examples paired with practice questions. However, prior research from the cognitive and sports psychology literatures suggests mental practice of worked examples may be an effective adjunct to studying such materials. Meta-analyses of these literatures suggest the utility of mental practice depends upon the degree of cognitive elements contained within a task, and also suggest that some prior knowledge of a task is necessary for mental practice to be effective. The present series of studies aimed to identify conditions under which mental practice is effective in educationally realistic, highly cognitive domains. Based on the above meta-analytic results, mental practice was hypothesised to enhance learning over further study in highly cognitive domains, but only when students either had sufficient prior knowledge, or were able to develop such knowledge over the course of an instructional intervention. Study activities were primarily expected to support knowledge acquisition, while imagining-based activities (mental practice) were expected to support knowledge automation. The experiments herein thus investigated interactions between levels of prior knowledge, complexity of instructional material, and levels of learning from imagination versus conventional study strategies. In Experiment 1, under conditions of low prior knowledge and complex material (HTML), students who studied worked examples outperformed those who imagined. Experiment 2, using simplified but still complex materials and a similar participant pool, found no differences between conditions, but Experiment 3, using stricter experimental design, found a study effect. In Experiment 4, an imagination effect was found under high prior knowledge. Experiment 5, using less experienced learners, suggested those who studied outperformed those whom imagined on acquisition questions. Experiment 6 found a sequence of study then imagination is more effective than imagination then study. The results have broad application for effective sequencing of these instructional strategies, but development of an accurate metric for imagination "readiness" is required to advance theory and practice, and more evidence is needed for a schema automation explanation of mental practice effects.
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Hsiao, E.-Ling. "The Effectiveness of Worked Examples Associated with Presentation Format and Prior Knowledge: A Web-based Experiment." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1267576255.
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Doherty, Christina Barbieri. "THE EFFECTS OF ERROR REFLECTION AND PERCEIVED FUNCTIONALITY OF ERRORS ON MIDDLE SCHOOL STUDENTS’ ALGEBRA LEARNING AND SENSE OF BELONGING TO MATHEMATICS." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/335141.
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Educational PsychologyPh.D.
The current study assessed an error reflection intervention on Algebra I students’ conceptual and procedural knowledge and sense of belonging to mathematics. Also of interest was whether perceptions of the functionality of errors mediated the effect of condition on learning and sense of belonging to mathematics. Middle school students (N = 207) were randomly assigned within classroom to one of four conditions: 1) a Problem-Solving Control group, 2) a Correct Examples Control group, 3) a Correct Examples Error Reflection condition that promoted reflection on hypothetical errors through self-explanation prompts, or 4) an Incorrect Examples Error Reflection condition that promoted reflection on displayed errors within the example through self-explanation prompts. Conceptual and procedural knowledge, sense of belonging to mathematics and perceived functionality of errors were measured pre- and post-intervention. After controlling for unanticipated clustering effects, results suggest that reflecting on and explaining errors within a worked examples intervention is just as effective at promoting learning as traditional problem solving alone or working with traditional correct worked examples and written self-explanation prompts. Students’ sense of belonging to mathematics or perceived functionality of errors for learning were high at the start of the study and remained so throughout the intervention. Perceptions of the functionality of errors were unrelated to learning and sense of belonging to mathematics. The limited size of the minority population in the sample did not allow for exploration of differential effects of condition for underrepresented minority (URM) students. However, these students reported lower feelings of belonging to mathematics than non-URM students. Implications for theory and practice are discussed.
Temple University--Theses
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Brooks, Christopher Darren. "Effects of process-oriented and product-oriented worked examples and prior knowledge on learner problem solving and attitude a study in the domain of microeconomics /." Tallahassee, Fla. : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-10222009-202302/.
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Thesis (Ph. D.)--Florida State University, 2009.Advisor: A. Aubteen Darabi, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed May 7, 2010). Document formatted into pages; contains xi, 183 pages. Includes bibliographical references.
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Wylie, Ruth. "Examining the Generality of Self-Explanation." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/99.
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Prompting students to self-explain during problem solving has proven to be an effective instructional strategy across many domains. However, despite being called “domain general”, very little work has been done in areas outside of math and science. In this dissertation, I investigate whether the self-explanation effect holds when applied in an inherently different type of domain, second language grammar learning.
Through a series of in vivo experiments, I tested the effects of using prompted self-explanation to help adult English language learners acquire the English article system (e.g., teaching students the difference between “I saw a dog” versus “I was the dog”). In the pilot study, I explored different modalities of self-explanation (free-form versus menu-based), and in Study 1, I looked at transfer effects between practice and self-explanation. In the studies that followed, I added an additional deep processing manipulation (Study 2: analogical comparisons) and a strategy designed to increase the rate of practice and information processing (Study 3: worked example study). Finally, in Study 4, I built and evaluated an adaptive self-explanation tutor that prompted students to self-explain only when estimates of prior knowledge were low. Across all studies, results show that self-explanation is an effective instructional strategy in that it leads to significant pre- to post-test learning gains, but it is inefficient compared to tutored practice. In addition to learning gains, I compared learning process data and found that both self-explanation and practice lead to similar patterns of learning and there was no evidence in support of individual differences. This work makes contributions to learning sciences, second language acquisition (SLA), and tutoring system communities. It contributes to learning sciences by demonstrating boundary conditions of the self-explanation effect and cautioning against broad generalizations for instructional strategies, suggesting instead that strategies should be aligned to target knowledge.
This work contributes to second language acquisition theory by demonstrating the effectiveness of computer-based tutoring systems for second language grammar learning and providing data that supports the benefits of explicit instruction. Furthermore, this work demonstrates the relative effectiveness of a broad spectrum of explicit learning conditions. Finally, this work makes contributions to tutoring systems research by demonstrating a process for data-driven and experiment-driven tutor design that has lead to significant learning gains and consistent adoption in real classrooms.
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Friefeldt, William, and Philip Gullberg. "Nätcoaching som ett komplement till lösningsförslag : En undersökning av en ny digital lärmiljö genom undersökande relation." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263949.
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Den tekniska utvecklingen har varit storskalig i världen och människors vardagsliv har ändrats mycket det senaste seklet. I kontrast till detta har den svenska skolan inte sett samma hastiga tekniska utveckling. Samtidigt visar resultat från PISA att elevers resultat i matematik sjunker. Här identifieras två problem som måste lösas. Därför syftade denna undersökning till att underlätta elevers matematikstudier genom att skapa en ny digital lärmiljö. Lärmiljön kom att kombinera matematiska lösningsförslag med nätcoaching. Det gjordes med hjälp av det digitala läromedlet Mathleaks och lärplattformen TalkMath. Därefter analysera hur entill-en nätcoaching fungerade i denna nya lärmiljö. Undersökningen syftade även ta reda på hur elever uppfattar lärmiljön och om den kan vara ett komplement till lösningsförslag. Lärmiljön skapades med grund i pedagogiska teorier såsom Vygotskijs sociokulturella perspektiv, teorier om coaching, synkron kommunikation samt teorier om en-till-en nätcoaching. Två metoder användes för att samla denna data. För det första sparades alla konversationer automatiskt i en databas. För det andra så användes en enkät för att samla elevernas uppfattning av lärmiljön. Ramverket Undersökande relation användes för att analysera alla konversationerna mellan elev och coach. Studenterna valdes ut från en svensk gymnasieskola där en av författarna jobbar, eleverna var i åldrarna 15-18 år. Resultaten indikerade att denna nya lärmiljö var ett bra komplement till lösningsförslag. Det drogs även slutsatsen att lärmiljön hjälpte elevers kognitiva progression. Undersökningen visar att en digital lärmiljö kan vara ett bra komplement för elever som studerar matematik med lösningsförslag.The digital and technical development of the world have been large-scale and people’s day-today life has changed immensely the last century. In contrast, the Swedish school system has not been seeing the same rapid technical development. As students’ results in mathematics are declining an approach to battle this trend can be to apply this technological development on students’ studies in mathematics. Therefore, this thesis sought to ease students’ mathematics studies by creating a digital learning environment. By combining workedexamples with online coaching the environment was created through the platforms Mathleaks and TalkMath. Then examine how online one-to-one coaching works in this environment. It also sought to analyse how students perceive this teaching environment and if it can be used as a complement to worked-examples. The environment was created based on pedagogical theories such as Vygotsky's sociocultural perspective, coach theories, synchronous communication as well as theory around one-to-one online coaching. Two methods were used to gather data. First, the conversations were automatically stored in a database. Secondly, a survey was used to gather the students’ opinion of the teaching environment. The framework Relationship of Inquiry was used to analyse all conversations between students and coaches. Students were chosen from an upper secondary school in the ages of 15-18 where one of the authors worked. Results indicated that the teaching environment that was created was a good complement to worked-examples. The environment was shown to help student’s knowledge progression. This shows that digital teaching environments can be a valuable addition for students when studying mathematics.
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Friefeldt, William, and Philip Gullberg. "Nätcoaching som ett komplement till lösningsförslag : En undersökning av en ny digital lärmiljö genomundersökande relation." Thesis, KTH, Lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-262220.
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Den tekniska utvecklingen har varit storskalig i världen och människors vardagsliv harändrats mycket det senaste seklet. I kontrast till detta har den svenska skolan inte sett sammahastiga tekniska utveckling. Samtidigt visar resultat från PISA att elevers resultat i matematiksjunker. Här identifieras två problem som måste lösas. Därför syftade denna undersökningtill att underlätta elevers matematikstudier genom att skapa en ny digital lärmiljö. Lärmiljönkom att kombinera matematiska lösningsförslag med nätcoaching. Det gjordes med hjälp avdet digitala läromedlet Mathleaks och lärplattformen TalkMath. Därefter analysera hur entill-en nätcoaching fungerade i denna nya lärmiljö. Undersökningen syftade även ta reda påhur elever uppfattar lärmiljön och om den kan vara ett komplement till lösningsförslag.Lärmiljön skapades med grund i pedagogiska teorier såsom Vygotskijs sociokulturellaperspektiv, teorier om coaching, synkron kommunikation samt teorier om en-till-ennätcoaching. Två metoder användes för att samla denna data. För det första sparades allakonversationer automatiskt i en databas. För det andra så användes en enkät för att samlaelevernas uppfattning av lärmiljön. Ramverket Undersökande relation användes för attanalysera alla konversationerna mellan elev och coach. Studenterna valdes ut från en svenskgymnasieskola där en av författarna jobbar, eleverna var i åldrarna 15-18 år. Resultatenindikerade att denna nya lärmiljö var ett bra komplement till lösningsförslag. Det drogs ävenslutsatsen att lärmiljön hjälpte elevers kognitiva progression. Undersökningen visar att endigital lärmiljö kan vara ett bra komplement för elever som studerar matematik medlösningsförslag.The digital and technical development of the world have been large-scale and people’s day-to day life has changed immensely the last century. In contrast, the Swedish school system has not been seeing the same rapid technical development. As students’ results in mathematic sare declining an approach to battle this trend can be to apply this technological development on students’ studies in mathematics. Therefore, this thesis sought to ease students’ mathematics studies by creating a digital learning environment. By combining worked examples with online coaching the environment was created through the platforms Mathleaks and TalkMath. Then examine how online one-to-one coaching works in this environment. It also sought to analyse how students perceive this teaching environment and if it can be usedas a complement to worked-examples. The environment was created based on pedagogical theories such as Vygotsky's sociocultural perspective, coach theories, synchronous communication as well as theory around one-to-one online coaching. Two methods were used to gather data. First, the conversations were automatically stored in a database. Secondly, a survey was used to gather the students’ opinion of the teaching environment. The framework Relationship of Inquiry was used to analyse all conversations between students and coaches. Students were chosen from an upper secondary school in the ages of 15-18 where one of the authors worked. Results indicated that the teaching environment that was created was a good complement to worked-examples. The environment was shown to help student’s knowledge progression. This shows that digital teaching environments can be a valuable addition for students when studying mathematics.
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Maxwell, Elizabeth Anne Education Faculty of Arts & Social Sciences UNSW. "An investigation of appropriate instructional design to match the ability of the learner." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/40887.
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Content analyses of research in the literature of gifted education (Coleman, 2006; Rogers, 1999, 2006) has shown a consistent absence of research investigating methodology for instructing gifted students and for the development of expertise using new technologies. In this study, utilising electronic instructional delivery, an investigation was undertaken of the differential effects and appropriateness of matching the prior knowledge of the learner to the instructional method. Underpinned with a theoretical understanding of gifted education and cognitive load theory, a series of three experiments was designed and implemented to determine whether gifted students learn more effectively under guided discovery design than with example based instruction, while not identified as gifted ability students perform significantly better under direct example based instruction than with guided discovery. Data were collected and analysed in three stages. Experiment 1 was conducted in the novel domain of Boolean switching equations. Experiments 2 and 3 used identical test instruments with novel tasks in the semi-familiar domain of geometry. A total of 155 Years 7, 8 and 9 students at three metropolitan secondary schools participated. The study explored whether the presence of schemas, that facilitated greater problem-solving ability in gifted students, would generate clear evidence of instructional efficiency and preference for either mode of instruction. As students advanced from novice state to expert in particular domains of learning, it was anticipated that gifted students would progress from benefiting from worked example instruction to more efficient learning in guided discovery mode. This hypothesis was rejected as the results from each of the experiments did not confirm the hypothesised outcomes. There was no manifested expertise-reversal effect. The absence of any clear delineation of enhanced learning proficiency mode of instruction for gifted students does, however, contribute to the advancement and understanding of cognitive load theory and the complexity of learning strategies necessary for gifted learners.
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Solé, Llussà Anna. "Disseny i avaluació d’una estratègia didàctica basada en l’ús dels exemples en vídeo per promoure la indagació científica a educació primària." Doctoral thesis, Universitat de Lleida, 2020. http://hdl.handle.net/10803/668715.
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La indagació científica és una metodologia àmpliament acceptada per promoure les habilitats científiques dels estudiants. Tanmateix, tot i que la seva implementació ha aportat resultats positius, els suports són necessaris per desenvolupar activitats indagadores en estudiants novells. En el present treball es dissenya, s’implementa i s’avalua la introducció d’una estratègia didàctica basada en l’ús del exemples de treball en vídeo com a suport del procés d’indagació a les aules d’educació primària. La implementació d’aquesta estratègia s’ha abordat a partir de dos estudis de cas i un estudi quasi-experimental i s’ha avaluat a través d’un mètode quantitatiu. Els resultats confirmen que la estratègia didàctica dissenyada contribueix a estructurar i sistematitzar el procés indagador dels estudiants. Aquesta tesi aporta una primera aproximació en la importància d’utilitzar aquests guies a l’aula d’educació primària, donant suport a docents, investigadors i altres professionals de l’àmbit educatiu en el disseny, implementació i avaluació d’activitats indagadores.La indagación científica es una metodología ampliamente aceptada para promover las habilidades científicas de los estudiantes. Sin embargo, aunque su implementación ha aportado buenos resultados, los soportes son necesarios para desarrollar actividades indagadoras en estudiantes noveles. En el presente trabajo se diseña, se implementa y se evalúa la introducción de una estrategia didáctica basada en el uso de los ejemplos en vídeo como soporte del proceso de indagación en las aulas de educación primaria. La implementación de esta estrategia se ha abordado a partir de dos estudios de caso y un estudio cuasi experimental y se ha evaluado a través de un método cuantitativo. Los resultados confirman que la estrategia didáctica diseñada contribuye a estructurar y sistematizar el proceso de indagación de los estudiantes. Esta tesis aporta una primera aproximación en la importancia de usar estas guías en el aula de educación primaria, dando soporte a docentes, investigadores y otros profesionales del ámbito educativo en el diseño, implementación y evaluación de actividades indagadoras.
Scientific inquiry is a methodology widely accepted to promote students’ science process skills. Although it provides good results, guides are needed to support the development of inquiry activities in novel students. In the present work, a didactic strategy based on video worked examples for guiding the inquiry processes is design, implement and evaluate in elementary education classroom. The implementation of this methodology has been addressed through two case studies and a quasi-experimental study, and has been evaluated using a quantitative method. The results indicate that the didactic strategy provides students a structure and systematization of the inquiry process. This thesis provides a first approach to the importance of using these guides in the elementary classrooms, supporting teachers, researchers and other educational professionals in the design, implementation and evaluation of inquiry activities.
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Aleahmad, Turadg. "Improving Students’ Study Practices Through the Principled Design of Research Probes." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/129.
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A key challenge of the learning sciences is moving research results into practice. Educators on the front lines perceive little value in the outputs of education research and demand more “usable knowledge”. This work explores the potential instead of usable artifacts to translate knowledge into practice, adding scientists as stakeholders in an interaction design process. The contributions are two effective systems, the scientific and contextual principles in their design, and a research model for scientific research through interaction design.
College student study practices are the domain chosen for the development of these methods. Iterative ethnographic fieldwork identified two systems that would be likely to advance both learning in practice and knowledge for applying the employed theories in general. Nudge was designed to improve students’ study time management by regularly emailing students with explicit recommended study activities. It reconceptualizes the syllabus into an interactive guide that fits into modern students' attention streams. Examplify was designed to improve how students learn from worked example problems by modularizing them into steps and scaffolding their metacognitive behaviors though problem-solving and self-explanation prompts. It combines these techniques in a way that is exceedingly easy to author, using existing answer keys and students' self-evaluations.
Nudge and Examplify were evaluated experimentally over a full semester of a lecture-based introductory chemistry course. Nudge messages increased students’ sense of achievement and interacted with students’ existing time management skills to improve exam grades for poorer students. Among students who could choose whether to receive them, 80% did. Students with access to Examplify had higher exam scores (d=0.26), especially on delayed measures of learning (d=0.40). A key design decision in Examplify was not clearly resolvable by existing theory and so was tested experimentally by comparing two variants, one without prompts to solve the steps. The variant without problem solving was less effective (d=0.77) and less used, while usage rates of the variant with problem solving increased over time.
These results support the use of the design methods employed and provide specific empirical recommendations for future designs of these and similar systems for implementing theory in practice.
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Retnowati, Endah Education Faculty of Arts & Social Sciences UNSW. "The effectiveness of a worked example approach in group work settings during mathematics learning." Awarded by:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/40827.
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Research has shown that worked examples are superior to problem solving in many domains, particularly for novices. However, most research has only been conducted in individualised learning environments, despite a large body of literature indicating that learning can be effective in groups. This experiment aimed to engage students in a group work activity using worked examples or problems in geometry learning and compared the effect of the two approaches on numeric and reasoning abilities using both near and far transfer tests. Whether learning in a group work setting is beneficial compared with individual setting was also examined. One hundred and one Year 7 students were randomly allocated into four experimental groups: (I) problem solving in an individual setting; (2) worked examples in an individual setting; (3) problem solving during group work; (4) worked examples during group work. Each group received three consecutive instructional learning phases: worked example study, group work skill induction and an acquisition stage. Numeric and reasoning abilities of all groups using both near and far transfer tests were measured and analysed by 2 x 2 MANOVAs. A questionnaire was distributed to obtain information on students' interaction intensity and their impression of the learning activities. The results indicated a significant superiority of the worked example approach in both the individual and group work setting for numeric and reasoning abilities and most students stated that they preferred this study approach. The questionnaire data on interaction intensity revealed that the worked example condition fostered interaction between participants as much as the problem solving condition, nevertheless, a possible interaction effect was found favouring the group work condition under worked example conditions. This experiment adds evidence on the benefits of a worked example approach but does not suggest group work is advantageous. The group work effects are discussed using a cognitive load theory perspective.
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Nasah, Angelique. "EXAMINING INSTANT MESSAGING IMPACT ON LEARNING USING AN INTEGRATED WORKED-EXAMPLE FORMAT." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3094.
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Instant messaging with Internet-based software is a ubiquitous form of communication in industrialized nations. In fact, many educators are observing that students engage with instant messaging while simultaneously engaged in academic activity. Though this type of multitasking is pervasive, educational researchers have not examined how the practice of instant messaging impacts learning outcomes. This dissertation describes the background, empirical and theoretical foundations, methods and results of a study examining the impact of instant messaging activity on learning, where instant messaging and learning are simultaneous activities. The question posed is grounded in the related areas of instant messaging practices, the Generation M profile, Cognitive Load Theory, and integration of instant messaging in K-16 classrooms. This work presents empirical evidence pointing out the necessity of conducting empirical study regarding how instant messaging activity might impact learning. Quantitative methods used to conduct the study are presented including data collection instruments. The results of the study are discussed in broad terms related to Generation M and Cognitive Load Theory. Methodological limitations related to practice opportunities for the research sample as well as the performance measure used are detailed. In addition, implications of the results in relationship to those teaching members of Generation M in K-16 classrooms as well as those designing instruction for this population are discussed. The discussion concludes with recommendations for further research in this area.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Nehring, Wendy M. "Educating Nurses – Examples of Change at ETSU." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6731.
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Ferraz, Susana Carla de Souza. "A função dos exemplos na antropologia de um ponto de vista pragmático." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-09102015-131102/.
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As obras frequentemente consideradas como as mais relevantes para o estudo da filosofia kantiana são as três críticas que apresentam o rigor do pensamento filosófico e marcam uma mudança de perspectiva no pensamento moderno, apontando limites e novos horizontes para o conhecimento humano. Porém, concomitantemente ao desenvolvimento destas obras encontramos outras que também são importantes para a compreensão do projeto filosófico kantiano como um todo. Destaca-se no presente projeto de pesquisa a Antropologia de um ponto de vista pragmático e sua relevância para o estudo da formulação da noção moral a partir da observação das ações humanas e da possibilidade de identificação e formação do cidadão do mundo para Kant.The works often regarded as the most relevant to the study of Kant\'s philosophy are the three critical presenting the rigor of philosophical thought and mark a change of perspective in modern thought, pointing limits and new horizons to human knowledge. However, concurrently with the development of these works find others that are also important for understanding the Kantian philosophical project as a whole. Stands out in this research project Anthropology from a pragmatic point of view and its relevance to the study of the formulation of the moral sense from the observation of human actions and the possibility of identifying and training the \"world citizen\" to Kant.
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Hoover-Thompson, Alysia, Catherine Jones-Hazledine, and Jodi Polaha. "Overcoming Rural Service Delivery Barriers: Three Examples in Integrated Care." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/6593.
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Integration in rural primary care has well-delineated advantages, but there are barriers to developing a workforce in these areas. In this presentation, representatives from three novel rural service delivery programs will discuss specific strategies for overcoming these barriers. Attendees will learn how a rural Federally Qualified Health Center grew from 0 to 6 full-time psychologists in two years, how a graduate training program uses telehealth to provide services at rural primary care clinics, and how integrated clinics in the Frontier counties of Nebraska ensure a future workforce starting by targeting high school students.
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Hacking, Damian. "Setting priorities in health research using the World Health Organisation model: Development of a quantitative methodology using Tuberculosis in South Africa as a worked example." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/22635.
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Beinhoff, Andreas. "Developer usability testing : A real world example." Thesis, Uppsala universitet, Institutionen för informatik och media, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-132227.
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The iPhone has thanks to its multitouch interface, size and connectivity change the way we communicate. To fully utilize this technology we can involve users in the development process to help make highly usable software applications. One way to do this we somehow need to get the users to use our systems. What techniques are there to do this? And will they fit our product? Are there any way we can involve the users in the development process of an iPhone application, in this thesis I investigate if this can be accomplished by conducting usability tests with users on an iPhone application. The usability testing gives an insight into how the users work with and adapts to the users interface. The questionnaires given to the participants gave insight into how the users considered the usability and usefulness of the application. This data gave the development much needed data on the application to make it better and more usable. Since earlier research into user involvement have shown a strong connection to usable software and usability testing could be integrated successfully into the development by the single programmer, the conclusion can be drawn that single developer that incorporates usability testing into the development process as a form of user involvement makes more usable software. The usability was tested on an iPhone application built for an American online classified ads website.
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Tollison, Christopher Scott. "The effect of a worked example on online debate quality in an information systems course." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07012009-171819.
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Lewis, David. "The Acquisition of Procedural Skills: An Analysis of the Worked-Example Effect Using Animated Demonstrations." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002661.
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Niemeyer, Erik. "Lösningsförslag i den svenska skolan : Påverkar lösningsförslag elevers lärande?" Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-194505.
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Att lösa matematiska uppgifter med hjälp av färdiga lösningsförslag kan ses som ett sätt för elever att anstränga sig mindre och därför lära sig mindre. Det finns dock forskning som har visat att undervisning där eleverna huvudsakligen studerar lösningsförslag har en stor effekt på elevernas förmåga att lösa uppgifter. Den här undervisningsmetoden kallas "the worked example effect" och har fått ett genomslag i den svenska skolan den senaste tiden. Metoden grundas på Swellers teori om kognitiv belastning. Enligt hans och andras forskning kan arbetsminnet delas upp i tre olika typer. Dessa tre, intrinsic cognitive load, germane cognitive load samt extraneous cognitive load, är additiva och stödjer lärande olika mycket. Lösningsförslag har visats minska mängden extraneous cognitive load och öka mängden germane cognitive load. Germane cognitive load har i sin tur visats korrelera med hur väl elever lyckas svara på matematiska uppgifter. Den här studien syftar till att undersöka lösningsförslagens effekt på elevers lärande i den svenska gymnasieskolan. I studien deltog tre skolor, varav en enbart i förstudien, i olika omfattning med totalt 93 elever på natur- och teknikprogrammen i andra årskursen på gymnasiet (17-18-åringar). Elevernas resultat på nationella proven i samtliga obligatoriska matematikkurser användes i undersökningen. Även en enkät genomfördes för att samla in mer information om eleverna och hur de studerade. Studien visar på ett tvetydigt resultat. Över 75% av eleverna anser sig ha ändrat sitt sätt att studera på grund av lösningsförslagen, men om och hur deras lärande har förbättrats, mätt i betyg, är oklart. För en av kurserna i matematik visade studien på ett negativt resultat, men för en annan kurs – positivt. Dessa olika resultat uppkom dessutom på olika skolor. En tolkning av detta resultat kan vara att lösningsförslagens effektivitet är beroende på vilken typ av matematik som ingår i kursen där de används. Det spelar även stor roll hur lösningsförslagen använts av eleverna, något som studien inte undersökt.To solve mathematical tasks with the help of example solutions can be seen as a way for learners to apply less effort and therefore learn less or perhaps learn in undesirable ways. However, existing international research has indicated that classrooms where pupils mainly study worked examples has had a significant effect on their ability to solve tasks. This method is called "the worked example effect" and has gained increasing support over time. It is based on Sweller’s cognitive load theory. According to his and others’ research the working memory can be divided into three different types. These three, intrinsic cognitive load, germane cognitive load and extraneous cognitive load, are additive and support learning differently. Using worked examples has been shown to reduce the amount of extraneous cognitive load and instead increase the amount of germane cognitive load. Germane cognitive load has in turn been shown to correlate to how well pupils are able to solve mathematical tasks. This thesis aims to study the worked example effect in relation to learning outcome in Swedish secondary school. Three schools took part in the study, of which one only participated in a pilot study. A total of 93 pupils participated, all of them in the science program. Results of the national test for the four latest courses were used in this thesis. The pupils were also asked to fill out a survey with the aim to gather information as to how they used the worked examples when studying. The results of the study are ambiguous. More than 75% of the pupils claim to have changed how they study, but whether their learning has improved, measured in grades, is unclear. The study showed a negative result for one course but a positive for another. These different results originated from different schools. The results of the study may indicate that the worked example effect differs depending on which type of math is being taught. Another important factor is how the worked examples are used by the pupils, something this study has not examined.
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Canavan, Caroline. "Using real world data to generate health economic models : a worked example assessing the cost-effectiveness of referral to gastroenterology for irritable bowel syndrome in the UK." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/32666/.
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Introduction: Irritable bowel syndrome (IBS) has substantial impact on Quality of Life (QoL) and patients have high healthcare utilization. Guidelines recommend diagnosis and management within primary care, yet around 25% of patients are referred to gastroenterology. These studies aimed to assess the incidence of organic gastrointestinal disease in patients diagnosed with IBS, the cost of healthcare utilization and the QoL in patients with IBS before and after seeing a gastroenterologist and to estimate the cost-effectiveness of a gastroenterology appointment. Methods: Patients with IBS were identified within the UK Clinical Practice Research Dataset. Incidence rates of coeliac disease, colorectal cancer (CRC) and inflammatory bowel disease (IBD) were calculated. Individual-level healthcare utilization data were extracted for IBS patients who first visited a gastroenterologist in 2008 or 2009. Mean costs of total healthcare utilization were calculated before and after gastroenterology attendance. A questionnaire study of patients with IBS attending a gastroenterology outpatient clinic for the first time measured QoL and utility before and after the appointment. Quality Adjusted Life Years (QALYs) were modeled from these utility values. Cost-effectiveness of a referral to gastroenterology in IBS was assessed using mean cost per QALY. Results: Fifteen years after IBS diagnosis, the combined cumulative excess incidence of coeliac disease, IBD and CRC in IBS is 3.7%. Over one year following gastroenterology appointment, the expected QALY gain compared to no appointment was 0.03 and the expected extra total healthcare costs were £657. The incremental cost-effectiveness ratio was £27865.64/QALY. Referral for patients younger than 30, men, and increasing the time horizon, reduces the expected cost effectiveness. Conclusions: My findings provide reassurance that non-specialists are unlikely to be missing an organic condition in the majority of IBS patients. Referral to a gastroenterologist for IBS might be cost-effective for the NHS but more data, especially on potential QALY gains, are needed.
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Wärmedal, Björn. "Explaining kernel space with a real world example." Thesis, Umeå universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58069.
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The basic premis of this report is to explain the relation of kernel space and user space. It will show how the processor and computer memory work together with the operating system to protect operating system routines from misuse by user programs. After reading through this the reader should have an understanding of what kernel space is, how it is protected and how user programs gain access to its contents in a controlled manner. Fuse is used as an example in the conclusion, explaining how that particular application can be used to implement a simple dependency tracking overlay in a filesystem.
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Blevins, Leia, James J. Fox, and R. Leppert. "Primary Level PBS: Two Examples of Successful Implementation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/154.
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Bower, M., and A. Lynn Williams. "The Three E's of Treatment Efficacy: A Phonological Case Example." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/2107.
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Blevins, Leia, and James J. Fox. "Primary Level-School-Wide Positive Behavior Support: Two Examples of Successful Implementation and Sustainability in Rural Schools." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/150.
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Hung, Chun-Ling, and 洪君羚. "Integrating Problem Posing and Worked Examples as a Means for Improving Learning." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/49891599579363560806.
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博士國立彰化師範大學
工業教育與技術學系
101
Both problem posing and worked examples have developed research lines on different ways to improve learning. This dissertation reviewed the effects of both problem posing and worked examples and found that it was possible to find ways to combine worked examples and problem posing to improve learning. The dissertation has developed two studies: The first study was designed to investigate the effects of worked examples underpinning problem posing. The second study was designed to explore the effects of problem posing as a supplement to self-explanation for studying worked examples. The first study hypothesized that worked examples may have benefits for supporting problem posing. A quasi-experiment design was conducted. The results showed that for problem posing skills, those in the experimental group, who generated problems with the additional supports of worked examples, performed better than those in the control group, who only generated problems without support. The significant effects were revealed particularly on posing more non-digressive and complex problems, particularly for analytical problems referring to only a learning concept or a formula involved in a problem. In the second study, problem posing was suggested to induce learners’ self-explanations as a result of the process of self-questioning and self-answering. A quasi-experiment design was conducted to investigate the effects of problem posing for studying worked examples on problem-solving skills, self-efficacy, and mental effort. The results revealed that students who conducted self-explanation and problem posing performed significantly better on problem solving skills in median-, and far-transfer problems, and higher self-efficacy than students who only conducted self-explanation in mind. The results also identified a significant mediation effect for self-efficacy that mediated between problem posing and problem solving ability. We called this the problem posing supplement self-explanation effect referring to the additional benefits of problem posing for studying worked examples. To sum up, this dissertation showed that integrating worked examples into problem posing developed better problem posing skills. Also, incorporating problem posing as a supplement to self-explanation for studying worked examples revealed better problem solving abilities and self-efficacy. Combined with the above results, problem posing and worked examples were mutually benefited from each other.
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Wu, I.-Chin, and 吳易親. "The Effect of Adaptive Worked Examples on Students’ Learning Altitude and Cognitive Load." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/9h2dx8.
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碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
102
Abstract According to cognitive load theory, learning with worked examples can result in better and more efficient learning than learning through problem solving, resulting in the worked example effect. Studies on worked example effect also suggest that worked examples may be redundant and hinder performance when learners have acquired sufficient schema to solve the problem, resulting in the expertise reversal effect (Sweller, Ayres, & Kalyuga,2011).The purpose of this study was to investigate the consequences of “learning performance”, “learning timeand efficiency”and “cognitive load and motivation” caused by different “instructional mode”, based on the perspective of cognitive load. The instructional mode used here include “Adaptive worked examples”, “problem solving-worked example(P-W)”and “worked example-problem solving (W-P)”. The participants were eighty-eight Grade 4 students in an elementary school in Taipei, Taiwan. This content was new to them. They were randomly assigned to one of the experimental conditions. The material was presented as multimedia material and divided into two lessons. The participants learned the material in a computer room with one lesson a week.At the end of the lesson, there was an immediate test. A delayed posttest was conducted one week after the participants had completed the two lessons.Performance was measured in terms of test performance (combined immediate posttest and delayed posttest) and time (combined learning time and test time).The questionnaires were given after each learning activity lesson and test. The major results were as follows. 1. Learning performance：Instructional mode did not affect the results in the post- test, nor was the delayed posttest. 2. Learning time and efficiency：There was a significant difference between P-W group and the adaptivegroup in lesson 1.The P-W group spent more 80.1seconds than the the adaptive group.Others did not lead to significant difference in the learning time. In learning efficiency,there was also significant differencesbetween P-W and the adaptivegroup in lesson 1. The adaptive group more than the P-W group. 3. Cognitive load and motivation:There was a significant difference between groups in effort invested.The adaptive group was significantly higher than P-W groupin lesson 2.In mental efficiency, the adaptive group lessthan the PW group in lesson 2.
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YEO, LIAN-MING, and 楊凌梅. "The Cognitive Effect of Tracing Gesture in the Learning from Mathematics Worked Examples." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7beng9.
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博士國立中正大學
認知科學博士學位學程
107
Previous studies have suggested that embodied pedagogy through the use of tracing gestures in the worked example-based instruction may enhance the learning by reducing cognitive load. The present study attempted to replicate the previous results and further examined the boundary condition of tracing gesture whether its cognitive effect is merely comparable with other attention-guiding means, i.e., textual attention cueing, in two different learning tasks in nature (Experiment 1 and Experiment 2). In addition, the present study also investigated the individual differences in tracing effect in relation to the learners’ working-memory capacity (Experiment 3). Across three experiments, Year 6 students aged between 11 and 13 years old were recruited. In the first two experiments, the participants were asked to study worked examples on angles relationships involving parallel lines (Experiment 1) and laws of indices (Experiment 2) either without tracing instruction, with textual attention cueing instruction, or tracing instruction. The tracing group outperformed the other two groups on a subsequent test and reported lower levels of test difficulty (i.e. the reduced of intrinsic cognitive load) in Experiment 1 but not in Experiment 2, suggesting that the facilitation effect of tracing gesture was beyond guiding attention in the learning of highly visuo-spatial worked examples but not in the materials with fewer visuo-spatial components. Experiment 3 used the materials on angle relationships involving parallel lines to test whether participants with low working-memory capacity would benefit more than participants with high working-memory capacity when using tracing gesture in the learning of visuospatial-based worked examples. The results showed comparable learning outcomes (i.e. the test performance and ratings of test item difficulty) between the low- and high-capacity individuals in the tracing condition and also in the non-tracing condition, suggesting that the facilitation effect of tracing gesture was not affected by the individuals’ working-memory capacity. Taken together, the present findings suggested that tracing gesture offers a simple yet effective embodied technique that may further enhances the worked example-based learning through its cognitive effect by reducing working memory load specifically on the task involved with spatial information. The limitations and suggestions for future research are discussed.
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Lei, Kin Hang, and 李健恆. "The Effects of Worked-out Examples with Different Strategies on Comprehending Geometry Proof." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/07662968348828079292.
Full textAbstract:
碩士國立臺灣師範大學
數學系
100
Geometry proof is an important tool for the development of the mathematical thinking and the learning deductive reasoning; nevertheless, geometry proof is also one of the learning difficulties for students. Worked-out example is a fundamental approach to demonstrate mathematical thinking. Thus, the topic of finding suitable learning strategies in order to understand geometry proof is worth to discuss. The effects of comprehending geometry proof are detected under using different reading learning modes. Proofs are showed with a computer setting. The reading learning modes are formed by worked-out examples with practices or metacognition questions. The intercept theorem (or Thales' theorem) is used as the presenting content of worked-out examples. 254 eighth grade students who have not learned deductive proof are chosen for this research. Reading comprehension test is used to examine students’ understanding and conservation of learning effects. Students also need to fill out the rating-scale measurement of cognitive load. Furthermore, we investigate the relationship between learning process and comprehending geometry proof from students’ writing files of responding questions. The results show that practice with similar structure of worked-out example is helpful for the instant understanding for students; however, students are affected by the prototype of worked-out examples which tend to use copy-and-adapt strategy for doing practices. On the other hand, learning task combined with metacognition questions are more difficult than practices; however, metacognition questions reflect the students’ level of understanding and provide a better conservation. Hence, metacognition question is an ideal tool which is helpful for the reflection in student learning. It is suggested that proper pair of the metacognition question with the advantage of practices may support students to understand the content of deductive proof.
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Liu, Chen Yun, and 劉禎芸. "Application of Worked-out Examples in the Fraction Division Classroom for 5th Graders." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/46039108492301157708.
Full textAbstract:
碩士國立臺灣師範大學
教育心理與輔導學系
100
In this study, three different prototypes of “common denominator”, “reciprocal multiplication” , and “integration” as the worked-out examples were applied to explore the learning effect on conceptual knowledge and procedural knowledge of fraction division, especially that on the students with low prior knowledge. The pilot study pre-examined 115 5th graders and 108 6th graders via the examination of prior knowledge and conceptual knowledge. The pilot study result shows lower difficulties in accordance with better discrimination in most of the items. The analysis of internal consistency reliability fitted the goodness; criterion-related validity was qualified for the significant correlation with the mathematics-achievement scores. Therefore, the study only revised minor part of the items. Other items were expected to be adopted in the formal examination. The valid samples in the formal examination were 148, including 5th graders sampling from elementary schools in Taipei and Taoyuan. The participants divided by classes as a unit were designed to three conditions with different worked-out-example teaching instruction. The examination of prior knowledge was proceeded before the instruction. The worked-out-example instruction was then proceeded in the second (integrated group) or third (the other groups). The students were divided into heterogeneous group and they could learn via discussing the examples as well as solving the questions. The examination of fraction division with procedural knowledge and conceptual knowledge were provided after the worked-out examples. The results exhibited the anticipated learning effects on the students with 80% and 90% correct rate via learning conceptual knowledge and procedural knowledge of fraction division respectively. The difference between three groups was not significant according to ANCOVA analysis since the performance of three groups were fine simultaneously. The effect resulting from different groups occurred in the students with low prior knowledge. The effects of learning conceptual knowledge in integrated group were better than those in the reciprocal multiplication group. The effects of learning procedural knowledge in integrate group or reciprocal multiplication group were better than those in the common denominator group. In conclusion, the prototype of worked-out examples in integrated group demonstrated the best efficiency and benefit for the students with low prior knowledge. Additionally, the acts of the students in class, the restriction of the research, and the advice of instruction were all described and discussed in this article.
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Fang, Ryh-Sheng, and 方日升. "A Study of the Effects of Worked Examples on Triangle Geometry for Junior High Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/94122239828756738462.
Full textAbstract:
碩士淡江大學
教育科技學系碩士在職專班
97
The main purpose of this study, is his second grades of the second half of the triangular geometric module in order to worked examples of improved version (referred to as the modified group) and traditional-style version-based Taipei-Taipei-Keelung (referred to as the traditional group) of two different teaching methods , in the implementation of five lessons, each lesson 45 minutes after the students achievements and attitudes of their advantages and disadvantages compared. By researchers in Taipei County to teach in his second grades of a total of six classes of 201 students, the experimental design adopted pre-test & post-test quasi-experimental design study. And Mathematics at the end of the first semester results, respectively, will improve the group and traditional group is divided into well-differentiated, and ill-differentiated groups. To explore the improved group and the traditional group of students learning through two different units in the triangular geometry to study the effectiveness of changes to 2 × 2 ANCOVA students in each group the difference. The results of the data processing by statistical analysis, to obtain the following major findings: 1.Geometric modules for math, geometry math learning achievement of students: 1-1Improved group and traditional group learning achievement of all students, no significant differences between the two groups. 1-2Improved group and the traditional group of students of low academic achievement group, improvement was superior to the traditional group. 1-3Improved group and the traditional group of students of high academic achievement group, improvement was superior to the traditional group. 2.Geometric modules for math, students attitude towards learning mathematics geometry: 2-1Improved group and the traditional group of students learning attitude, improvement was superior to the traditional group. 2-2Improved group and the traditional group of the low group of students learning attitude, there was no significant difference between the two groups. 2-3Improved group and the traditional group of well-differentiated group of students learning attitude, there was no significant difference between the two groups.
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(6996329), Garrett M. O'Day. "Improving Problem Solving with Retrieval-Based Learning." Thesis, 2019.
Find full textAbstract:
Recent research asserts that the mnemonic benefits gained from retrieval-based learning vanish for complex materials. Subsequently, it is recommended that students study worked examples when learning about complex, problem-centered tasks. The experiments that have evaluated the effectiveness of studying worked examples tend to overlook the mental processing that students engage in when completing retrieval-based learning activities. In contrast, theories of transfer-appropriate processing emphasize the importance of compatibility between the cognitive processing required by the test and the cognitive processing that is activated during learning. For learners to achieve optimal test performance, according to transfer-appropriate processing, they need to study in such a way that they are engaging in the same mental processing that will be required of them when tested. This idea was used to generate testable predictions that compete against the claim that the retrieval practice effect disappears for complex materials, and these competing predictions were evaluated in three experiments that required students to learn about the Poisson probability distribution.
In Experiment 1, students learned the general procedure for how to solve these problems by either repeatedly recalling the procedural steps or by simply studying them. The retrieval practice condition produced better memory for the procedure on an immediate test compared to the study only condition. In Experiment 2, students engaged in the same learning activities as Experiment 1, but the test focused on their problem- solving ability. Students who practiced retrieval of the procedural steps experienced no benefit on the problem-solving test compared to the study only condition. In Experiment 3, students learned to solve Poisson probability problems by studying four worked examples, by studying one worked example and solving three practice problems, or by studying one worked example and solving three practice problems with feedback. Students were tested on their problem-solving ability one week later. The problem- solving learning activities outperformed the worked example condition on the final problem-solving test. Taken together, the results demonstrate a pronounced retrieval practice effect but only when the retrieval-based learning activities necessitated the same mental processing that was required during the final assessment, providing support for the transfer-appropriate processing account.
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Hsu, Wen-Chin, and 許文清. "The Effect of Instructional Orders of Worked Examples On Students’ Learning Area Covering and Cognitive Load." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/evfwue.
Full textAbstract:
碩士國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
101
The purpose of this study was to investigate the consequences of “learning achievement” and “cognitive load” caused by different “instructional order”, based on the perspective of cognitive load. The instructional orders used here including “worked example-practice （W-P）” and “problem solving-worked example（P-W）”. This study adopted experimental design, focusing on the “area covering” in the geometry of elementary schools. The teaching material in this study was designed by the instructional principles of cognitive load, especially the principles of worked-examples. The participants were 104 four graders of a elementary school. They were randomly devided into “worked example-practice （W-P）” and “problem solving-worked example（P-W）” group. Research instruments included two multimedia lesssons and scales of cognitive load. A pretest was given before deviding them into such two groups. Then two multimedia lesssons were given, followed by a post-test a week later, and a delay post-test after another week. Questionnaires were given after each learning activity lesson and test. The results were: 1. The learning achievement of P-W group was much better than W-P group in both the post-test and delay post-test. 2. In the aspect of cognitive load, group P-W had a significant difference with group W-P in terms of the first lesson of multimedia lessons and delay post-test, and group P-W worked harder than group W-P during the learning process. 3. In the area covering questions, the students did better in squares than in triangles; they did best in 4 cm2 squares; worst in 0.5 cm2 triangles; the highest average passing rate of unit was 1/4; the type of questions with the best passing rate was 4 cm2 squares covered by triangles. 4. According to the questionnaires, most students were interested in area covering conducted by multimedia lessons, it promoted their learing motives.
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陳美秀. "Presentation and Explanation Modes in Worked-Examples: Examining their Effects on Third Graders’ Learning of Area Concepts." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/43654483898571213494.
Full textAbstract:
碩士佛光大學
學習與數位科技學系
99
The purpose of this research was to investigate the effects of using different presentation and explanation modes in multimedia worked examples on students’ learning of mathematic area concepts. Sixty-five third graders from a public school in Yilan County were randomly assigned to one of the four groups in this experiment that used a 2 by 2 factorial design. The independent variables in the study were presentation (i.e., dynamic vs. static) and explanation (i.e., self vs. instructional) modes. The dependent variables in the study involved posttest scores, practice scores, learning time, as well as cognitive load and motivation. The results of the study were as follows. 1. Different presentation and explanation modes would not affect students’ posttest scores. 2. Different presentation and explanation modes would not affect students’ practice performance. 3. Different presentation modes would not affect the amount of time students spent on learning the materials. Comparing to instructional explanation devices, using self explanation devices in multimedia would increase the amount of time students spent on learning the materials. 4. Different presentation modes would not affect students’ cognitive load and their motivation levels. In addition, different explanation modes would not affect students’ perceived effort needed, the amount of effort they devoted to the materials, their willingness to read, and their confidence levels in understanding the materials. Comparing with instructional explanation devices, self explanation devices, however, would increase students’ perceived task difficulty. 5. Perceived task difficulty and effort needed were positively correlated. Reading willingness and confidence level were positively correlated. Additionally, perceived task difficulty correlated negatively with reading willingness and with confidence level. Effort needed correlated negatively with reading willingness and with confidence level. Finally, effort devoted and reading willingness were positively correlated. Recommendations regarding ways to improve the design of this study as well as ways to use presentation (i.e., dynamic vs. static) and explanation (i.e., self vs. instructional) modes in multimedia worked examples were given. Future research directions were also proposed.
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Huang, Xiaoxia. "The effect of different types of worked examples on student learning and transfer of a problem-solving task." 2007. http://etd.lib.fsu.edu/theses/available/etd-11132007-001928.
Full textAbstract:
Thesis (Ph. D.)--Florida State University, 2007.Advisor: Robert Reiser, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Mar. 19, 2008). Document formatted into pages; contains x, 147 pages. Includes bibliographical references.
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黃俊瑋. "Natural Language Worked-Examples for Elementary Area Concept Learning：Examining Their Impacts on Learning Effectiveness, Cognitive Load and Motivation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/50487596223461714588.
Full textAbstract:
碩士佛光大學
學習與數位科技學系
100
The purpose of this study was to investigate how problem statement types in the learning materials affected elementary school children’s performance in learning area concept and measurement, their perception of cognitive load and motivation. Two types of problem statements were examined: mathematic language and natural language (which refers to the use of daily life words or words that are related to daily life items instead of mathematic terms). A between-subject experimental study was used in this study. The content was area measurement (covering an area using different units). The design of the material was based on the instructional design principles proposed by the cognitive load theory, particularly the worked-example principle. The participants were eighty-three third graders from a public school in Yilan County. They were randomly assigned to one of the two groups ("natural language" and "mathematic language"). The participants first took a pretest, followed by two learning and immediate posttest sessions, and a one-week delayed posttest. The participants’ time-on-task and test performance was measured. Their perception of cognitive load and motivation after each learning session and the delayed posttest were also measured. Instructional efficiency, including training efficiency and mental efficiency, was calculated using the formula proposed by van Gog and Paas (2008). The results showed that the types of problem statements did not have a significant influence on the effectiveness of learning, but it had a significant influence on the time needed to complete the task. The "natural language" group spent more time to complete the learning task than the "mathematic language" group. In the aspect of cognitive load and motivation, the result showed that "natural language" group reported a lower level of confidence in the immediate posttest , but a higher level of interest in the delayed posttest than the "mathematic language" group. When instructional efficiency was calculated, the results showed that the two types of problem statements did not lead to a significant difference in either training efficiency or mental efficiency in this study.