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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/1647
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dc.contributor.authorHummel, Hans-
dc.contributor.authorPaas, Fred-
dc.contributor.authorKoper, Rob-
dc.date.accessioned2008-12-05T07:36:10Z-
dc.date.available2008-12-05T07:36:10Z-
dc.date.issued2006-
dc.identifier.urihttp://hdl.handle.net/1820/1647-
dc.descriptionHummel, H. G. K., Paas, F., & Koper, R. (2006). Timing of cueing in complex problem-solving tasks: learner versus system control. Computers in Human Behavior, 22(2), 191-206. [Also available at: http://hdl.handle.net/1820/481]en_US
dc.description.abstractTask-specific cueing formats that promote the automation and construction of problem solving schemas should ideally be presented just in time to students learning to solve complex problems. This article reports experimental work comparing learner-controlled cueing, system-controlled cueing, and no cueing among 34 sophomore law students in a Multimedia Practical aimed at learning to prepare and hold a plea in court. The cueing consisted of a combination of Process Worksheets (PW) and Worked Out Examples (WOE). Our main hypotheses that participants with cueing would outperform those without cueing and that participants with learner-controlled cueing would outperform those with system-controlled cueing, were partly confirmed by the learning and transfer outcomes on a training and transfer task. Theoretical and practical implications of these findings are discussed.en_US
dc.language.isoenen_US
dc.publisherElsevieren_US
dc.subjectcueingen_US
dc.subjectlearner controlen_US
dc.subjecttimingen_US
dc.subjectschemaen_US
dc.subjectcomplex problem solving tasksen_US
dc.subjectmultimedia practicalen_US
dc.titleTiming of cueing in complex problem-solving tasks: learner versus system controlen_US
dc.typeArticleen_US
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