Subgoals, Context, and Worked Examples in Learning Computing Problem Solving

摘要: Recent empirical results suggest that the instructional material used to teach computing may actually overload students' cognitive abilities. Better designed materials enhance learning by reducing unnecessary load. Subgoal labels have been shown be effective at load during problem solving in both mathematics and science. Until now, subgoal given students learn passively. We report on a study determine if giving learners is more or less than asking generate within an introductory CS programming task. The answers are mixed depend other features of materials. found student performance gains did not replicate as expected task for those who were labels. Computer science require different kinds problem-solving demands