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Based on strategy-awareness (knowing which problem-solving strategy to use)and time-awareness (knowing when to use it), students are categorized into Rote(neither type of awareness), Dabbler (strategy-aware only) or Selective (bothtypes of awareness). It was shown that Selective is often significantly moreprepared for future learning than Rote and Dabbler (Abdelshiheed et al., 2020).In this work, we explore the impact of explicit strategy instruction on Roteand Dabbler students across two domains: logic and probability. During thelogic instruction, our logic tutor handles both Forward-Chaining (FC) andBackward-Chaining (BC) strategies, with FC being the default; the Experimentalcondition is taught how to use BC via worked examples and when to use it viaprompts. Six weeks later, all students are trained on a probability tutor thatsupports BC only. Our results show that Experimental significantly outperformsControl in both domains, and Experimental Rote catches up with Selective.

Preparing Unprepared Students For Future Learning