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Learning online via prompts to explain

Published: 26 April 2014 Publication History

Abstract

Prompting learners to explain their beliefs can help them correct misconceptions upon encountering anomalies -- facts and observations that conflict with learners' current understanding. We have developed a way to augment online interfaces for learning by adding prompts for users to explain a fact or observation. We conducted two experiments testing the effects of these explanation prompts, finding that they increase learners' self-correction of misconceptions, though these benefits of explaining depend on: (1) How many anomalies the prompts require people to explain, and (2) Whether anomalies are distributed so that individual observations guide learners to correct ideas by conflicting with multiple misconceptions at once.

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References

[1]
Fonseca, B.A. & Chi, M.T.H. (2012). Instruction based on self-explanation. In Mayer, R. & Alexander, P. (Eds.), The Handbook of Research on Learning and Instruction. Routledge Press.
[2]
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science education. Review of Educational Research, 63, 1--49.
[3]
Legare, C.H., Gelman, S.A., & Wellman, H.M. (2010). Inconsistency with prior knowledge triggers children's causal explanatory reasoning. Child Development, 81, 92--944.
[4]
Schwartz, D.L., & Martin, T. (2004). Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction. Cognition and Instruction, 22(2), 129--184.
[5]
Williams, J.J. & Lombrozo, T. (2010). The role of explanation in discovery and generalization: evidence from category learning. Cognitive Science, 34, 776--80.

Cited By

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  • (2016)Revising Learner Misconceptions Without FeedbackProceedings of the 2016 CHI Conference on Human Factors in Computing Systems10.1145/2858036.2858361(470-474)Online publication date: 7-May-2016
  • (2015)RIMESProceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems10.1145/2702123.2702186(1535-1544)Online publication date: 18-Apr-2015
  • (2015)Learnersourcing Subgoal Labels for How-to VideosProceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing10.1145/2675133.2675219(405-416)Online publication date: 28-Feb-2015

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cover image ACM Conferences
CHI EA '14: CHI '14 Extended Abstracts on Human Factors in Computing Systems
April 2014
2620 pages
ISBN:9781450324748
DOI:10.1145/2559206
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for third-party components of this work must be honored. For all other uses, contact the Owner/Author.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 26 April 2014

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Author Tags

  1. anomalies
  2. explanation
  3. generalization
  4. learning
  5. misconceptions
  6. self-explanation
  7. statistics

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CHI '14
Sponsor:
CHI '14: CHI Conference on Human Factors in Computing Systems
April 26 - May 1, 2014
Ontario, Toronto, Canada

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CHI EA '14 Paper Acceptance Rate 1,000 of 3,200 submissions, 31%;
Overall Acceptance Rate 6,164 of 23,696 submissions, 26%

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ACM CHI Conference on Human Factors in Computing Systems
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Cited By

View all
  • (2016)Revising Learner Misconceptions Without FeedbackProceedings of the 2016 CHI Conference on Human Factors in Computing Systems10.1145/2858036.2858361(470-474)Online publication date: 7-May-2016
  • (2015)RIMESProceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems10.1145/2702123.2702186(1535-1544)Online publication date: 18-Apr-2015
  • (2015)Learnersourcing Subgoal Labels for How-to VideosProceedings of the 18th ACM Conference on Computer Supported Cooperative Work & Social Computing10.1145/2675133.2675219(405-416)Online publication date: 28-Feb-2015

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