2016
DOI: 10.1007/s11257-016-9181-y
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Learning with intelligent tutors and worked examples: selecting learning activities adaptively leads to better learning outcomes than a fixed curriculum

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Cited by 28 publications
(9 citation statements)
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“…Based on our results, learners who self-explained performed significantly better on conceptual questions than those who did not. Our results are supported by literature showing SE enhances conceptual knowledge (Chi et al 1989;Chi et al, 1994;Ferguson-Hessler and de Jong, 1990;Najar, Mitrovic, and McLaren, 2016). Furthermore, we have provided evidence that this also holds for learning with a smartphone tutor.…”
Section: Discussionsupporting
confidence: 88%
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“…Based on our results, learners who self-explained performed significantly better on conceptual questions than those who did not. Our results are supported by literature showing SE enhances conceptual knowledge (Chi et al 1989;Chi et al, 1994;Ferguson-Hessler and de Jong, 1990;Najar, Mitrovic, and McLaren, 2016). Furthermore, we have provided evidence that this also holds for learning with a smartphone tutor.…”
Section: Discussionsupporting
confidence: 88%
“…Selfexplanation was first introduced as open-ended questions requiring the learner to explain presented learning material to oneself, to gain deeper understanding (Chi et al 1989). Previous research provides evidence that selfexplaining enhances conceptual knowledge (Najar, Mitrovic and McLaren, 2016). Several types of SE prompts are reported in literature (Wylie and Chi, 2014), including menu-based SE prompts.…”
Section: Introductionmentioning
confidence: 99%
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“…In a faded example, one or two steps are omitted and the learner is expected to complete them. Learners using the adaptive sequence learned both more and faster than the group using the fixed sequence (Najar, Mitrovic, & McLaren, ).…”
Section: Screen‐level Pedagogy: Example Systemsmentioning
confidence: 99%
“…Then, these systems create similar exercises, usually changing data, which can be solved by following the learnt steps. In subsequent stages, they may also gradually fade out the number of steps there are in the worked solution (faded worked examples) so that the students can explain how they arrived to the final solution [11] , [12] , [13] , [14] .…”
Section: Introductionmentioning
confidence: 99%