Building Computer-based Tutors to Help Learners Solve Ill-Structured Problems

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Anastasiade, J. & Szalwinski, C. (2010). Building Computer-based Tutors to Help Learners Solve Ill-Structured Problems. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 (pp. 3726-3731). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/35179.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2010
Toronto, Canada
June 29, 2010
ISBN 1-880094-81-9
AACE

More Information on EDMEDIA
Table of Contents

Authors

Jordan Anastasiade, Chris Szalwinski, Seneca College, Canada

Abstract

This paper reports the results of a study on the effectiveness of three distinct instructional strategies, embedded in a computer-based tutor, in order to help learners solve ill-structured problems. The study differentiated learners on three levels with respect to their proficiency in solving visual pattern-recognition problems, such as Bongard problems. For the purpose of the study, a computer-based tutor system was designed and built to operate with three strategies: (i) example only, (ii) example-problem, and (iii) problem only. This formative research demonstrated that the basic assumptions of the Cognitive Load Theory (CLT) are equally applicable to ill-structured domains. The paper shows that the worked-example effect and the expertise-reversal effect are obtainable in an ill-structured domain. For intermediate learners, worked-examples and tutored problems are not redundant tools, but rather, synergistic forms of support that can increase these learners' abilities to solve ill-structured problems.

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