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This paper presents an innovative approach to improve engineering students’ problem-solving skills by implementing think-aloud exercises. Sometimes engineering students claim they do not know where to start with the problem-solving process, or they are not sure how to proceed to the next steps when they get stuck. A systematic training that focuses on the problem-solving process and the justification of each step could help. Think-aloud techniques help make the invisible mental processes visible to learners. Engineering think-aloud technique engages students and helps them make their way through a solving process step-by-step, reasoning along with them. In this study, a multiple faceted systematic approach that integrates think-aloud exercises through video assignments and oral exams were developed and implemented in two pilot engineering classes. We present our think-aloud exercises and oral exams structures in each of the courses and their impacts on students' learning outcomes, and students’ perceptions towards the pedagogical approach. Both quantitative and qualitative results show that the think-aloud exercise assignments and oral exams enhance students’ problem-solving skills and promote learning.
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Investigating the Influence of Subgoals on Learning during Search
Search-as-learning research has emphasized the need to better support searchers when learning about complex topics online. Prior work in the learning sciences has shown that effective self-regulated learning (SRL), in which goals are a central function, is critical to improving learning outcomes. This dissertation investigates the influence of subgoals on learning during search. Two conditions were investigated: \textsc{Subgoals} and \textsc{NoSubgoals}. In the \textsc{Subgoals} condition, a tool called the Subgoal Manager was used to help searchers to develop specific subgoals associated with an overall learning-oriented search task. The influence of subgoals is explored along four dimensions: (1) learning outcomes; (2) searcher perceptions; (3) search behaviors; and (4) SRL processes. Learning outcomes were measured with two assessments, an established multiple-choice conceptual knowledge test and an open-ended summary of learning. Learning assessments were administered immediately after search and one week after search to capture learning retention. A qualitative analysis was conducted to identify the percentage of true statements on open-ended learning assessments. A think-aloud protocol was used to capture SRL processes. A second qualitative analysis was conducted to categorize SRL processes from think-aloud comments and behaviors during the search session. Findings from the dissertation suggest that subgoals improved learning during search. Additionally, it seems that subgoals helped participants to better retain what was learned one week later. Findings also suggest that SRL processes of participants in the \textsc{Subgoals} condition were more frequent and more diverse. SRL processes that were explicitly supported by the Subgoal Manager seemed to be more frequent in the \textsc{Subgoals} condition as well as SRL processes that were not explicitly supported.
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- Award ID(s):
- 2106334
- PAR ID:
- 10435258
- Date Published:
- Journal Name:
- Dissertation
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Subgoal learning has improved student problem-solving performance in programming, but it has been tested for only one-to-two hours of instruction at a time. Our work pioneers implementing subgoal learning throughout an entire introductory programming course. In this paper we discuss the protocol that we used to identify subgoals for core programming procedures, present the subgoal labels created for the course, and outline the subgoal-labeled instructional materials that were designed for a Java-based course. To examine the effect of subgoal labeled materials on student performance in the course, we compared quiz and exam grades between students who learned using subgoal labels and those who learned using conventional materials. Initial results indicate that learning with subgoals improves performance on early applications of concepts. Moreover, variance in performance was lower and persistence in the course was higher for students who learned with subgoals compared to those who learned with conventional materials, suggesting that learning with subgoal labels may uniquely benefit students who would normally receive low grades or dropout of the course.more » « less
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Researchers in the learning sciences have demonstrated the benefits of effective self-regulated learning (SRL) in improving learning outcomes. The search-as-learning community aims to improve learning outcomes during search, but offers limited research exploring the impact of SRL on learning during search. Current limited research in search-as-learning explores only \textit{perceptions} of SRL processes \textit{after} the search process~\cite{crescenzi_supporting_2021}. Results from such analyses are limited in that SRL is a dynamic, active process and participant perceptions of SRL can be unreliable~\cite{winne_exploring_2002, greene_domain-specificity_2015}. In this paper, we propose the implementation of an SRL coding framework to capture SRL processes as they unfold throughout a search session. Additionally, we offer several implications for future work using the proposed methodology.more » « less
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ASEE (Ed.)The purpose of this study was to measure the neurocognitive effects of think aloud when engineering students were designing. Thinking aloud is a commonly applied protocol in engineering design education research. The process involves students verbalizing what they are thinking as they perform a task. Students are asked to say what comes into their mind. This often includes what they are looking at, thinking, doing, and feeling. It provides insight into the student’s mental state and their cognitive processes when developing design ideas. Think aloud provides a richer understanding about how, what and why students’ design compared to solely evaluating their final product or performance. The results show that Ericsson and Simon's claim that there is no interference due to think-aloud is not supported by this study and more research is required to untangle the effect of think-aloud.more » « less
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