English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Contributing to the literature on aptitude-treatment interactions betweenworked examples and problem-solving, this paper addresses differential learningfrom the two approaches when students are positioned as domain experts learningnew concepts. Our evaluation is situated in a team project that is part of anadvanced software engineering course. In this course, students who possessfoundational domain knowledge but are learning new concepts engagealternatively in programming followed by worked example-based reflection. Theyare either allowed to finish programming or are curtailed after a pre-specifiedtime to participate in a longer worked example-based reflection. We findsignificant pre- to post-test learning gains in both conditions. Then, we notonly find significantly more learning when students participated in longerworked example-based reflections but also a significant performance improvementon a problem-solving transfer task. These findings suggest that domain expertslearning new concepts benefit more from worked example-based reflections thanfrom problem-solving.

Comparing Example-Based Collaborative Reflection to Problem Solving Practice for Learning during Team-Based Software Engineering Projects