In a computer learning environment for electricity, the benefit of exploratory simulation time depended on instructional treatment (rule induction vs. rule application)¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For rule-induction learners, spending a high proportion of time exploring the computer environment paid off in better posttest scores, whereas rule-application learners did better with minimal exploration time. → Patrick C. Kyllonen & Susanne P. Lajoie 2003 q2 i? The rule-application group averaged better posttest outcomes, but rule-induction learners outperformed them when they engaged in sufficient exploratory behavior. → Patrick C. Kyllonen & Susanne P. Lajoie 2003 (2)

Evidence¶

Patrick C. Kyllonen & Susanne P. Lajoie 2003¶

Patrick C. Kyllonen & Susanne P. Lajoie (2003). Reassessing Aptitude: Introduction to a Special Issue in Honor of Richard E. Snow. Educational Psychologist, 38(2), 79–83. https://doi.org/10.1207/S15326985EP3802_2

q2 · i? · review · r2

The article summarizes an ATI study described by Shute and Towle (2003) in a computer learning environment for electricity concepts with two treatments, rule application and rule induction. Exploration time interacted with treatment: "paid off in better outcome scores" for induction learners only, as measured by a posttest.

"For those in the rule-induction group, spending a relatively high proportion of time exploring the computer environment (reading definitions, playing with the electricity simulation) paid off in better outcome scores"

Patrick C. Kyllonen & Susanne P. Lajoie 2003 (2)¶

Patrick C. Kyllonen & Susanne P. Lajoie (2003). Reassessing Aptitude: Introduction to a Special Issue in Honor of Richard E. Snow. Educational Psychologist, 38(2), 79–83. https://doi.org/10.1207/S15326985EP3802_2

q2 · i? · review · r2

The article's summary of Shute and Towle (2003) reports the group-level contrast in the electricity learning environment: "the rule-application group, on average, did better on the out- come test", yet induction learners with sufficient exploration outperformed them. No effect sizes are printed in the summary.

"Interestingly, the rule-application group, on average, did better on the out- come test, but those in the rule-induction group outperformed"

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• Instruction before exploration yields immediate MVC-strategy advantages in the first exploration task, driven by shorter exploration time — related
• Hypothesized ATI effects of individualized explanations based on typical mistakes were not supported; exploratory benefits emerged for high-resource vocational-school students — related