Making Your Own Order: Order Effects in System- and User-Controlled Settings for Learning and Problem Solving
Making Your Own Order: Order Effects in System- and User-Controlled Settings for Learning and Problem Solving
This chapter addresses the question of how tasks should be ordered to foster learning and the transfer of knowledge. It first reviews the existing findings on simple-to-complex sequencing and sequencing according to the structural variability of tasks. Second, for the explanation of order effects, it outlines a model that supports deriving testable hypotheses for when and why instructional sequences should vary in performance. Third, it describes the results from two experiments that confirm these hypotheses. Fourth, the model of order effects is applied to user-controlled settings (i.e. those in which the students are allowed to determine the order of the problems). The role of rearranging problems is investigated by means of a questionnaire and an experiment. The chapter ends with a discussion of the instructional implications and some suggestions for future research in this area.
Keywords: order effects, learning, knowledge transfer, sequencing, instruction sequences
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