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1. Confrustion in Learning from Erroneous Examples: Does Type of Prompted Self-explanation Make a Difference?

   https://doi.org/10.1007/978-3-030-23204-7_37  

   J. Elizabeth Richey, Bruce M. ( May 2020 , S. Isotani et al. (Eds.): AIED 2019, LNAI 11625)

   Confrustion, a mix of confusion and frustration sometimes experienced while grappling with instructional materials, is not necessarily detrimental to learning. Prior research has shown that studying erroneous examples can increase students’ experiences of confrustion, while at the same time helping them learn and overcome their misconceptions. In the study reported in this paper, we examined students’ knowledge and misconceptions about decimal numbers before and after they interacted with an intelligent tutoring system presenting either erroneous examples targeting misconceptions (erroneous example condition) or practice problems targeting the same misconceptions (problem-solving condition). While students in both conditions significantly improved their performance frommore »pretest to posttest, students in the problem-solving condition improved significantly more and experienced significantly less confrustion. When controlling for confrustion levels, there were no differences in performance. This study is interesting in that, unlike prior studies, the higher confrustion that resulted from studying erroneous examples was not associated with better learning outcomes; instead, it was associated with poorer learning. We propose several possible explanations for this different outcome and hypothesize that revisions to the explanation prompts to make them more expert-like may have also made them – and the erroneous examples that they targeted – less understandable and less effective. Whether prompted self-explanation options should be modeled after the shorter, less precise language students tend to use or the longer, more precise language of experts is an open question, and an important one both for understanding the mechanisms of self-explanation and for designing self-explanation options deployed in instructional materials.« less
2. Evaluating the Role of Breathing Guidance on Game-Based Interventions for Relaxation Training

   https://doi.org/10.3389/fdgth.2021.760268  

   Gummidela, Venkata Nitin ; Silva, Dennis R. ; Gutierrez-Osuna, Ricardo ( December 2021 , Frontiers in Digital Health)

   Working in a fast-paced environment can lead to shallow breathing, which can exacerbate stress and anxiety. To address this issue, this study aimed to develop micro-interventions that can promote deep breathing in the presence of stressors. First, we examined two types of breathing guides to help individuals learn deep breathing: providing their breathing rate as a biofeedback signal, and providing a pacing signal to which they can synchronize their breathing. Second, we examined the extent to which these two breathing guides can be integrated into a casual game, to increase enjoyment and skill transfer. We used a 2 × 2more »factorial design, with breathing guide (biofeedback vs. pacing) and gaming (game vs. no game) as independent factors. This led to four experimental groups: biofeedback alone, biofeedback integrated into a game, pacing alone, and pacing integrated into a game. In a first experiment, we evaluated the four experimental treatments in a laboratory setting, where 30 healthy participants completed a stressful task before and after performing one of the four treatments (or a control condition) while wearing a chest strap that measured their breathing rate. Two-way ANOVA of breathing rates, with treatment (5 groups) and time (pre-test, post-test) as independent factors shows a significant effect for time [ F (4, 50) = 18.49, p < 0.001, η t i m e 2 = 0 . 27 ] and treatment [ F (4, 50) = 2.54, p = 0.05, η 2 = 0.17], but no interaction effects. Post-hoc t-tests between pre and post-test breathing rates shows statistical significance for the game with biofeedback group [ t (5) = 5.94, p = 0.001, d = 2.68], but not for the other four groups, indicating that only game with biofeedback led to skill transfer at post-test. Further, two-way ANOVA of self-reported enjoyment scores on the four experimental treatments, with breathing guide and game as independent factors, found a main effect for game [ F ( 1 , 20 ) = 24 . 49 , p < 0 . 001 ,   η g a m e 2 = 0 . 55 ], indicating that the game-based interventions were more enjoyable than the non-game interventions. In a second experiment, conducted in an ambulatory setting, 36 healthy participants practiced one of the four experimental treatments as they saw fit over the course of a day. We found that the game-based interventions were practiced more often than the non-game interventions [ t (34) = 1.99, p = 0.027, d = 0.67]. However, we also found that participants in the game-based interventions could only achieve deep breathing 50% of the times, whereas participants in the non-game groups succeeded 85% of the times, which indicated that the former need adequate training time to be effective. Finally, participant feedback indicated that the non-game interventions were better at promoting in-the-moment relaxation, whereas the game-based interventions were more successful at promoting deep breathing during stressful tasks.« less
3. Math Is for Me: A Field Intervention to Strengthen Math Self-Concepts in Spanish-Speaking 3rd Grade Children

   https://doi.org/10.3389/fpsyg.2020.593995  

   Cvencek, Dario ; Paz-Albo, Jesús ; Master, Allison ; Herranz Llácer, Cristina V. ; Hervás-Escobar, Aránzazu ; Meltzoff, Andrew N. ( November 2020 , Frontiers in Psychology)

   Children’s math self-concepts—their beliefs about themselves and math—are important for teachers, parents, and students, because they are linked to academic motivation, choices, and outcomes. There have been several attempts at improving math achievement based on the training of math skills. Here we took a complementary approach and conducted an intervention study to boost children’s math self-concepts. Our primary objective was to assess the feasibility of whether a novel multicomponent intervention—one that combines explicit and implicit approaches to help children form more positive beliefs linking themselves and math—can be administered in an authentic school setting. The intervention was conducted in Spain,more »a country in which math achievement is below the average of other OECD countries. We tested third grade students ( N = 180; M age = 8.79 years; 96 girls), using treatment and comparison groups and pre- and posttest assessments. A novelty of this study is that we used both implicit and explicit measures of children’s math self-concepts. For a subsample of students, we also obtained an assessment of year-end math achievement. Math self-concepts in the treatment and comparison groups did not significantly differ at pretest. Students in the treatment group demonstrated a significant increase in math self-concepts from pretest to posttest; students in the comparison group did not. In the treatment group, implicit math self-concepts at posttest were associated with higher year-end math achievement, assessed approximately 3 months after the completion of the intervention. Taken together, the results suggest that math self-concepts are malleable and that social–cognitive interventions can boost children’s beliefs about themselves and math. Based on the favorable results of this feasibility study, it is appropriate to formally test this novel multicomponent approach for improving math self-concepts using randomized controlled trial (RCT) design.« less
4. Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students

   https://doi.org/10.1187/cbe.18-08-0152  

   Blumer, Lawrence S. ; Beck, Christopher W. ; Brickman, Peggy ( March 2019 , CBE—Life Sciences Education)

   Past studies on the differential effects of active learning based on students’ prior preparation and knowledge have been mixed. The purpose of the present study was to ask whether students with different levels of prior preparation responded differently to laboratory courses in which a guided-inquiry module was implemented. In the first study, we assessed student scientific reasoning skills, and in the second we assessed student experimental design skills. In each course in which the studies were conducted, student gains were analyzed by pretest quartiles, a measure of their prior preparation. Overall, student scientific reasoning skills and experimental design skills didmore »not improve pretest to posttest. However, when divided into quartiles based on pretest score within each course, students in the lowest quartile experienced significant gains in both studies. Despite the significant gains observed among students in the lowest quartile, significant posttest differences between lowest and highest quartiles were observed in both scientific reasoning skills and experimental design skills. Nonetheless, these findings suggest that courses with guided-inquiry laboratory activities can foster the development of basic scientific reasoning and experimental design skills for students who are least prepared across a range of course levels and institution types.« less
5. Strategy Uptake in Writing Pal: Adaptive Feedback and Instruction

   https://doi.org/10.1177/07356331211045304  

   Butterfuss, Reese ; Roscoe, Rod D. ; Allen, Laura K. ; McCarthy, Kathryn S. ; McNamara, Danielle S. ( June 2022 , Journal of Educational Computing Research)

   The present study examined the extent to which adaptive feedback and just-in-time writing strategy instruction improved the quality of high school students’ persuasive essays in the context of the Writing Pal (W-Pal). W-Pal is a technology-based writing tool that integrates automated writing evaluation into an intelligent tutoring system. Students wrote a pretest essay, engaged with W-Pal’s adaptive instruction over the course of four training sessions, and then completed a posttest essay. For each training session, W-Pal differentiated strategy instruction for each student based on specific weaknesses in the initial training essays prior to providing the opportunity to revise. The resultsmore »indicated that essay quality improved overall from pretest to posttest with respect to holistic quality, as well as several specific dimensions of essay quality, particularly for students with lower literacy skills. Moreover, students’ scores on some of the training essays improved from the initial to revised version on the dimensions of essay quality that were targeted by instruction, whereas scores did not improve on the dimensions that were not targeted by instruction. Overall, the results suggest that W-Pal’s adaptive strategy instruction can improve the quality of students’ essays overall, as well as more specific dimensions of essay quality.« less