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Toward More Robust Learning of Physics via Reflective Dialogue Extensions
PROCEEDINGS

, , University of Pittsburgh, Learning Research & Development Center, United States

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

We aimed to replicate and expand the benefits of automated reflective dialogues on largely qualitative physics test scores from a prior in vivo study (Katz, Connelly, & Wilson, 2007), via dialogue extensions meant to foster more robust learning and transfer to new quantitative problem scenarios. Despite various manifestations of “cheating” and otherwise gaming the system, students exposed to dialogues significantly outperformed controls both on a mixed qualitative and quantitative post-test and on a quantitative final exam one month after our intervention, providing evidence of both longer-term learning and transfer to related problem solving contexts.

Citation

Connelly, J. & Katz, S. (2009). Toward More Robust Learning of Physics via Reflective Dialogue Extensions. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1946-1951). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .

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