{"pk":27804,"title":"From Dissimilar to Similar: Reverse Fading Assistance Improves Learning","subtitle":null,"abstract":"When students solve problems with access to examples show-\ning worked out solutions, they often resort to shallow methods\nlike copying that do not result in learning. An open question\nis therefore how to encourage deeper processing in this type of\ninstructional context. To address this question, in the present\nstudy, we investigate the impact of manipulating problem-\nexample similarity over the course of a problem-solving ses-\nsion in several ways, including faded assistance (high to low\nsimilarity), reverse faded assistance (low to high similarity),\nand a control group with high, constant assistance. We found\nthat the reverse faded assistance condition resulted in the great-\nest learning gains. We analyzed the gaze behaviours to shed\nlight on this finding and found that participants in this condi-\ntion focused significantly more on the problem solution, sug-\ngesting more cognitive processing during problem solving than\nin the other conditions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Worked examples"},{"word":"Faded assistance"},{"word":"learning"},{"word":"Eyetracking"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2949p052","frozenauthors":[{"first_name":"Jay","middle_name":"","last_name":"Jennings","name_suffix":"","institution":"Carleton College","department":""},{"first_name":"Kasia","middle_name":"","last_name":"Muldner","name_suffix":"","institution":"Carleton College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27804/galley/17444/download/"}]}