Guiding secondary school students during task selection
Bibliographic Data
| ID | 21632345 |
|---|---|
| Authors | Michelle L Nugteren (0000-0002-4847-0787, Utrecht University, corresponding author), Halszka Jarodzka (0000-0003-2312-4703, Open University of the Netherlands), Liesbeth Kester (0000-0003-0482-0391, Utrecht University), Jeroen J G Van Merriënboer (0000-0002-5868-7031, Maastricht University) |
| Year | 2023 |
| Volume | 31 |
| Issue | 1 |
| Pages | 325-339 |
| Publication date | 2023-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2020.1786406 |
| OpenAlex | W3039975552 |
| Language | EN |
| Citations received | 1 |
| References cited | 23 |
Secondary school students often learn new cognitive skills by practicing with tasks that vary in difficulty, amount of support and/or content. Occasionally, they have to select these tasks themselves. Studies on task-selection guidance investigated either procedural guidance (specific rules for selecting tasks) or strategic guidance (general rules and explanations for task selection), but never directly compared them. Experiment 1 aimed to replicate these studies by comparing procedural guidance and strategic guidance to a no-guidance condition, in an electronic learning environment in which participants practiced eight self-selected tasks. Results showed no differences in selected tasks during practice and domain-specific skill acquisition between the experimental groups. A possible explanation for this is an ineffective combination of feedback and feed forward (i.e. the task-selection advice). The second experiment compared inferential guidance (which combines procedural feedback with strategic feed forward), to a no-guidance condition. Results showed that participants selected more difficult, less-supported tasks after receiving inferential guidance than after no guidance. Differences in domain-specific skill acquisition were not significant, but higher conformity to inferential guidance did significantly predict higher domain-specific skill acquisition. Hence, we conclude that inferential guidance can positively affect task selections and domain-specific skill acquisition, but only when conformity is high
Cognition · Cognitive psychology · Conformity · Dreyfus model of skill acquisition · Knowledge Acquisition · Communication · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Social Psychology · Visual and Cognitive Learning Processes · Artificial Intelligence
| Citations per year | 0.25 |
|---|---|
| Citation span | 2022 - 2022 (1) |
| Highly cited | No |