Backward-faded worked-example computer module for series and parallel circuit analysis¶

Element · All elements
Evidence · 8 claims (4 for, 4 mixed) · 3 studies (3 causal), q2–q3 · 1 of 3 report an effect size · 8 claims rest on one study

Description¶

A Director MX multimedia module that taught resistance calculation for parallel and series circuits through eight problems (two sets of four), each with three labeled solution steps revealed one at a time. "The first problem in each of the sets of four problems was fully solved (worked), whereas in the subsequent problems the worked steps were backward faded", so learners anticipated the last step, then the last two, then all three. Incorrect anticipations triggered textual or pictorial prompts under self- or external regulation.

Design Implications¶

Context¶

Requirements¶

• Learners work through the linear module in a computer lab, with two attempts per missing step and correct solutions displayed afterward

Constraints¶

• Navigation was linear; participants could not return to previous steps and problems once they finalized their answers

Target Learners¶

• High school students in grades eight through twelve without prior circuit-analysis instruction

Target Learning Goals¶

• Calculating total resistance of series and parallel circuits from basic principles including Ohm's Law

Claims¶

• Backward fading and principle prompts supported transfer in probability learning [+W]
• Example-first conditions outperformed problem-first conditions on an immediate circuit test [+W]
• Textual instructional prompts yield significantly higher near-transfer posttest performance than pictorial prompts for novice circuit-analysis learners [+M]
• Textual prompts yield significantly stronger continuing motivation than pictorial prompts [+M]
• Textual prompts produce higher first-attempt practice accuracy, while pictorial prompts produce higher second-attempt accuracy [~M]
• Self-regulated vs. externally regulated prompt presentation shows no significant effect on posttest performance and no interaction with prompt format [~M]
• In one 51-learner experiment on help formats in computer-based electrical engineering instruction, far-transfer scores were at the floor in every condition, and time spent on instruction did not differ significantly between conditions [~M]
• Learners report more positive attitudes toward externally regulated prompts than self-regulated prompts [~M]

Related Elements¶

Examples¶

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Key Sources¶

• Reisslein, J., Atkinson, R. K., & Reisslein, M. (2004). Exploring the Presentation and Format of Help in a Computer-Based Electrical Engineering Learning Environment. Arizona State University. https://eric.ed.gov/?id=ED484994