Testing the instructional fit hypothesis: the case of self-explanation prompts |
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Authors: | Timothy J Nokes Robert G M Hausmann Kurt VanLehn and Sophia Gershman |
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Institution: | (1) Department of Psychology, Learning Research and Development Center, University of Pittsburgh, 3939 O’Hara Street, Pittsburgh, PA 15260, USA;(2) Carnegie Learning, Inc., Pittsburgh, PA, USA;(3) School of Computing, Informatics and Decision Systems Engineering, Arizona State University, Tempe, AZ, USA;(4) Watchung Hills Regional High School, Warren, NJ, USA |
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Abstract: | Cognitive science principles should have implications for the design of effective learning environments. The self-explanation
principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations
hypothesized that self-explanation facilitated inference generation to supply missing information about a concept or target
skill, whereas later work hypothesized that self-explanation facilitated mental-model revision (Chi, Handbook of research
on conceptual change, 2000). To better understand the complex relationship between prior knowledge, cognitive processing, and changes to a learner’s
representation, two classes of self-explanation prompts (gap-filling and mental-model revision) were tested in the domain
of physics problem solving. Prompts designed to focus the learner on gap-filling led to greater learning and a reduction in
the amount of tutoring assistance required to solve physics problems. The results are interpreted as support for the instructional
fit hypothesis—the idea that the efficacy of instruction is contingent on the match between the cognitive processing that the instruction
elicits, how those processes modify the underlying knowledge representations for the task, and the utility of those representations
for the task or problem. |
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