Introducing desirable difficulties for educational applications in science
This presentation is the property of its rightful owner.
Sponsored Links
1 / 17

Robert A. Bjork, Lindsey Richland, Matt Hays, and Jason Finley UCLA Marcia C. Linn, Britte Cheng PowerPoint PPT Presentation


  • 79 Views
  • Uploaded on
  • Presentation posted in: General

Introducing Desirable Difficulties for Educational Applications in Science. Robert A. Bjork, Lindsey Richland, Matt Hays, and Jason Finley UCLA Marcia C. Linn, Britte Cheng UC Berkeley

Download Presentation

Robert A. Bjork, Lindsey Richland, Matt Hays, and Jason Finley UCLA Marcia C. Linn, Britte Cheng

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Introducing desirable difficulties for educational applications in science

Introducing Desirable Difficulties for Educational Applications in Science

Robert A. Bjork, Lindsey Richland, Matt Hays, and Jason Finley

UCLA

Marcia C. Linn, Britte Cheng

UC Berkeley

Thanks to RAs: Dan Fink, Greg Cragg, Katy Cohanshohet, Asako Kumeya, Francis Yau, Kitty Goss, Tabby Dadvand

www.psych.ucla.edu/iddeas


Desirable difficulties

Desirable Difficulties

  • Design principles that have been found, in laboratory research, to impair performance during training but enhance performance at a delay


Iddeas introducing desirable difficulties for educational applications in science

IDDEAS Introducing Desirable Difficulties for Educational Applications in Science

  • Broad Goals: extend laboratory research on learning and memory to classroom environment, explore interactions b/w DDs

  • Narrower Goal: Implement desirable learning difficulties in a web-based science module (WISE) for 8th graders, with aim of improving effectiveness of such modules


Robert a bjork lindsey richland matt hays and jason finley ucla marcia c linn britte cheng

Spacing Effect


Robert a bjork lindsey richland matt hays and jason finley ucla marcia c linn britte cheng

Interleaving Effect


Theories explaining interleaving

Theories Explaining Interleaving

Contextual Interference (Battig, 1972, 1979)

  • Reloading/ Reconstruction (e.g. Lee & Magill, 1983, 1985)

  • Development of higher order framework/ Elaboration (Shea & Zimny, 1983, 1988)

  • “It’s just the spacing effect”


Web based inquiry science environment wise

Web-based Inquiry Science Environment (WISE)

  • A system/tool for scientific instruction

  • Promotes knowledge integration, collaborative learning, visible thinking

  • Contains modules on a wide variety of topics, with options to customize and to create new modules

  • Plus: a useful research tool!


Iddeas wise exp 3 motivations

IDDEAS WISE Exp 3 Motivations

  • Extend laboratory studies on interleaving to realistic educational material

  • Focus on contextual interference as possible mechanism for interleaving effect


Learning materials

Learning Materials

  • 2 Sets of Learning Stimuli

    • Planet Formation

    • Star Formation

  • Examples

    • “Planets form in a disk of material around a star. This circumstellar disk contains gases and tiny particles of metals; the total mass is several thousand times that of the planets that emerge from it.”

    • “Solar systems, and the stars at their centers, begin as giant molecular clouds. These clouds are primarily made of hydrogen gas, but can also contain water vapor, nitrous oxide, ethanol, and molecules with carbon rings.”


2 independent variables

2 Independent Variables

  • Presentation Order

    • Blocked (P,P,P,P,S,S,S,S)

    • Interleaved (P,S,S,P,S,P,P,S)

  • Competition due to Arrangement

    • Greater Competition (more similar slides arranged together)

    • Less Competition (more similar slides arranged apart)


Dependent variable

Dependent Variable

  • Performance on Post-Test (2-day delay)

    • Multiple-choice Qs

    • Fill-in-the-Blank Qs

    • Sorting Task


Design overview

Design Overview

  • 2 sets of learning stimuli

    • Planet Formation (P)

    • Star Formation (S)

  • Presentation

    • Order: Blocked (P,P,P,P,S,S,S,S) vs. Interleaved (P,S,S,P,S,P,P,S)

    • Competition by Arrangement: Greater vs. Less

  • Post-Test

    • 48 hour delay

  • Metacognition

    • Questionnaire given after learning and after test


  • Results

    RESULTS!!!


    Metacognition

    Metacognition


    Future directions

    Future Directions?

    • Different Material

    • Interleaving w/ other Desirable Difficulties?


  • Login