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|Title:||Leave Some Space to Think: Can Less Guidance Bring More Product?|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Lee, J., Joo, H., & Kim, D. (2018). Leave Some Space to Think: Can Less Guidance Bring More Product?. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||The purpose of the study was to develop an optimal form of support during the problem-solving phase in productive failure for the learners to benefit most from their failing experience. Learners’ Representation and Solution Methods (“RSM”) and cognitive load were analyzed accordingly. The results indicate that there are statistically significant differences in learners’ RSM diversities based on the types of failing environment provided to each group, while the effect of the different types of failing environment on RSM structuredness and cognitive load are not significant.|
|Appears in Collections:||ICLS 2018|
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