# Preparing Students for Effective Explaining of Worked Examples in the Genetics Cognitive Tutor

- Albert Corbett,
*Carnegie Mellon University*
- Ben MacLaren,
*Carnegie Mellon University*
- Angela Wagner,
*Carnegie Mellon University*
- Linda Kauffman,
*Carnegie Mellon University*
- Aaron Mitchell,
*Carnegie Mellon University*
- Ryan Baker,
*Worcester Polytechnic Institute*
- Sujith Gowda,
*Worcester Polytechnic Institute*

## Abstract

This study examines the impact of integrating worked examples into
a Cognitive Tutor for genetics problem solving, and whether a genetics process
modeling task can help prepare students for explaining worked examples and
solving problems. Students participated in one of four conditions in which they
engaged in either: (1) process modeling followed by interleaved worked examples
and problem solving; (2) process modeling followed by problem solving without
worked examples; (3) interleaved worked examples and problems without process
modeling; or (4) problem solving alone. Tutor data analyses reveal that process
modeling led to faster reasoning and greater accuracy in explaining problem
solutions. Process modeling and worked examples together led to faster reasoning
in problem solving than did any of the other three conditions. Students in all
conditions achieved equivalent problem-solving knowledge, as measured by posttest
accuracy, although the tutor results suggest reasoning speed may be a more
sensitive measure of learning.

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