The transfer of cognitive skill
The transfer of cognitive skill
Human Problem Solving
Eliminating the Gap between the High and Low Students through Meta-cognitive Strategy Instruction
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
An analysis of students' gaming behaviors in an intelligent tutoring system: predictors and impacts
User Modeling and User-Adapted Interaction
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Explicit instruction in a problem-solving strategy accelerated learning not only in the domain where it was taught but also in a second domain where it was not taught. We present data from a study in which students learned two unrelated deductive domains: probability and physics. During the probability instruction, the Strategy group was trained with an Intelligent Tutoring System (ITS) that explicitly taught a domain-independent backward chaining problem-solving strategy while the No-strategy groups trained with another ITS without any explicit strategy instruction. During the subsequent physics instruction, both groups were trained with the same ITS, which did not explicitly teach any strategy. The Strategy group gained significantly more than the No-strategy group in both domains. Moreover, their gains were evident both on multiple-principle problems, where the strategy should make problem solving more efficient, and on single-principle ones, where the strategy should make no difference. This suggests that the strategy increased the students' learning of domain principles and concepts, because that is all they had to know in order to solve the single-principle problems.