written by
Jason W. Morphew, Gary Gladding, and Jose P. Mestre
Students must actively engage in problem solving to effectively learn in introductory physics courses. However, students often get stuck and are not able to make progress when solving problems outside of their current ability, particularly when one-on-one tutoring and instructor office hours are a limited resource. One effective technique consists of providing students with worked examples during the problem-solving process. While the benefits of worked examples are well established, less is known about how the format of the worked example affects student learning, or the effect of solution videos on student metacognition. This study presents three experiments investigating how the format of animated worked examples affects student learning and metacognition. The results indicate that students learn equally well from different styles of solution videos that follow multimedia learning principles. In addition, attempting to solve problems before viewing the solution videos facilitates learning for problems just outside a student's current ability, but not for more difficult problems. Further, attempting to solve very difficult problems before viewing animated solution videos can potentially lead to overconfidence, where students believe that they learned more from the solutions than they have actually learned.
Physical Review Physics Education Research: Volume 16, Issue 1, Pages 010104
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=15406">Morphew, J, G. Gladding, and J. Mestre. "Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos." Phys. Rev. Phys. Educ. Res. 16, no. 1, (January 24, 2020): 010104.</a>
AIP Format
J. Morphew, G. Gladding, and J. Mestre, , Phys. Rev. Phys. Educ. Res. 16 (1), 010104 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.010104).
AJP/PRST-PER
J. Morphew, G. Gladding, and J. Mestre, Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos, Phys. Rev. Phys. Educ. Res. 16 (1), 010104 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.010104>.
APA Format
Morphew, J., Gladding, G., & Mestre, J. (2020, January 24). Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos. Phys. Rev. Phys. Educ. Res., 16(1), 010104. Retrieved May 18, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.16.010104
Chicago Format
Morphew, J, G. Gladding, and J. Mestre. "Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos." Phys. Rev. Phys. Educ. Res. 16, no. 1, (January 24, 2020): 010104, https://doi.org/10.1103/PhysRevPhysEducRes.16.010104 (accessed 18 May 2024).
MLA Format
Morphew, Jason, Gary Gladding, and Jose P. Mestre. "Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos." Phys. Rev. Phys. Educ. Res. 16.1 (2020): 010104. 18 May 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.16.010104>.
BibTeX Export Format
@article{
Author = "Jason Morphew and Gary Gladding and Jose P. Mestre",
Title = {Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {16},
Number = {1},
Pages = {010104},
Month = {January},
Year = {2020}
}
Refer Export Format
%A Jason Morphew %A Gary Gladding %A Jose P. Mestre %T Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %D January 24, 2020 %P 010104 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010104 %O application/pdf
EndNote Export Format
%0 Journal Article %A Morphew, Jason %A Gladding, Gary %A Mestre, Jose P. %D January 24, 2020 %T Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %P 010104 %8 January 24, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010104 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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