The influence of prior knowledge on the effectiveness of guided experiment design

Siswa van Riesen, Hannie A. Gijlers*, Anjo A. Anjewierden, Ton de Jong

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

8 Downloads (Pure)

Abstract

Inquiry learning is an effective learning approach if learners are properly guided. Its effectiveness depends on learners’ prior knowledge, the domain, and their relationship. In a previous study we developed an Experiment Design Tool (EDT) guiding learners in designing experiments. The EDT significantly benefited low prior knowledge learners. For the current study the EDT was refined to also serve higher prior knowledge learners. Two versions were created; the “Constrained EDT” required learners to design minimally three experimental trials and apply CVS before they could conduct their experiment, and the “Open EDT” allowed learners to design as many trials as they wanted, and vary more than one variable. Three conditions were compared in terms of learning gains for learners having distinct levels of prior knowledge. Participants designed and conducted experiments within an online learning environment that (1) did not include an EDT, (2) included the Constrained EDT, or (3) included the Open EDT. Results indicated low prior knowledge learners to benefit most from the Constrained EDT (non-significant), low-intermediate prior knowledge learners from the Open EDT (significant), and high-intermediate prior knowledge learners from no EDT (non-significant). We advocate guidance to be configurable to serve learners with varying levels of prior knowledge.
Original languageEnglish
JournalInteractive learning environments
DOIs
Publication statusE-pub ahead of print/First online - 25 Jun 2019

Fingerprint

experiment
knowledge
Experiments
learning
learning environment

Keywords

  • UT-Hybrid-D

Cite this

@article{096697026ba5408cb9f42099df1ca210,
title = "The influence of prior knowledge on the effectiveness of guided experiment design",
abstract = "Inquiry learning is an effective learning approach if learners are properly guided. Its effectiveness depends on learners’ prior knowledge, the domain, and their relationship. In a previous study we developed an Experiment Design Tool (EDT) guiding learners in designing experiments. The EDT significantly benefited low prior knowledge learners. For the current study the EDT was refined to also serve higher prior knowledge learners. Two versions were created; the “Constrained EDT” required learners to design minimally three experimental trials and apply CVS before they could conduct their experiment, and the “Open EDT” allowed learners to design as many trials as they wanted, and vary more than one variable. Three conditions were compared in terms of learning gains for learners having distinct levels of prior knowledge. Participants designed and conducted experiments within an online learning environment that (1) did not include an EDT, (2) included the Constrained EDT, or (3) included the Open EDT. Results indicated low prior knowledge learners to benefit most from the Constrained EDT (non-significant), low-intermediate prior knowledge learners from the Open EDT (significant), and high-intermediate prior knowledge learners from no EDT (non-significant). We advocate guidance to be configurable to serve learners with varying levels of prior knowledge.",
keywords = "UT-Hybrid-D",
author = "{van Riesen}, Siswa and Gijlers, {Hannie A.} and Anjewierden, {Anjo A.} and {de Jong}, Ton",
note = "Taylor & Francis deal",
year = "2019",
month = "6",
day = "25",
doi = "10.1080/10494820.2019.1631193",
language = "English",
journal = "Interactive learning environments",
issn = "1049-4820",
publisher = "Taylor & Francis",

}

The influence of prior knowledge on the effectiveness of guided experiment design. / van Riesen, Siswa; Gijlers, Hannie A.; Anjewierden, Anjo A.; de Jong, Ton.

In: Interactive learning environments, 25.06.2019.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - The influence of prior knowledge on the effectiveness of guided experiment design

AU - van Riesen, Siswa

AU - Gijlers, Hannie A.

AU - Anjewierden, Anjo A.

AU - de Jong, Ton

N1 - Taylor & Francis deal

PY - 2019/6/25

Y1 - 2019/6/25

N2 - Inquiry learning is an effective learning approach if learners are properly guided. Its effectiveness depends on learners’ prior knowledge, the domain, and their relationship. In a previous study we developed an Experiment Design Tool (EDT) guiding learners in designing experiments. The EDT significantly benefited low prior knowledge learners. For the current study the EDT was refined to also serve higher prior knowledge learners. Two versions were created; the “Constrained EDT” required learners to design minimally three experimental trials and apply CVS before they could conduct their experiment, and the “Open EDT” allowed learners to design as many trials as they wanted, and vary more than one variable. Three conditions were compared in terms of learning gains for learners having distinct levels of prior knowledge. Participants designed and conducted experiments within an online learning environment that (1) did not include an EDT, (2) included the Constrained EDT, or (3) included the Open EDT. Results indicated low prior knowledge learners to benefit most from the Constrained EDT (non-significant), low-intermediate prior knowledge learners from the Open EDT (significant), and high-intermediate prior knowledge learners from no EDT (non-significant). We advocate guidance to be configurable to serve learners with varying levels of prior knowledge.

AB - Inquiry learning is an effective learning approach if learners are properly guided. Its effectiveness depends on learners’ prior knowledge, the domain, and their relationship. In a previous study we developed an Experiment Design Tool (EDT) guiding learners in designing experiments. The EDT significantly benefited low prior knowledge learners. For the current study the EDT was refined to also serve higher prior knowledge learners. Two versions were created; the “Constrained EDT” required learners to design minimally three experimental trials and apply CVS before they could conduct their experiment, and the “Open EDT” allowed learners to design as many trials as they wanted, and vary more than one variable. Three conditions were compared in terms of learning gains for learners having distinct levels of prior knowledge. Participants designed and conducted experiments within an online learning environment that (1) did not include an EDT, (2) included the Constrained EDT, or (3) included the Open EDT. Results indicated low prior knowledge learners to benefit most from the Constrained EDT (non-significant), low-intermediate prior knowledge learners from the Open EDT (significant), and high-intermediate prior knowledge learners from no EDT (non-significant). We advocate guidance to be configurable to serve learners with varying levels of prior knowledge.

KW - UT-Hybrid-D

U2 - 10.1080/10494820.2019.1631193

DO - 10.1080/10494820.2019.1631193

M3 - Article

JO - Interactive learning environments

JF - Interactive learning environments

SN - 1049-4820

ER -