%0 Journal Article %1 Zu2017Effect %A Zu, Tianlong %A Agra, Elise %A Hutson, John %A Loschky, Lester C. %A Rebello, N. Sanjay %B 2015 Physics Education Research Conference Proceedings %D 2017 %I American Association of Physics Teachers %K teaching %P 387--390 %R 10.1119/perc.2015.pr.092 %T Effect of visual cues and video solutions on conceptual tasks %U http://dx.doi.org/10.1119/perc.2015.pr.092 %X Transfer of learning is an important objective of education. However, students usually have difficulties in solving physics transfer tasks even after having solved similar problems previously. We investigated if instruction provided using videos containing detailed explanations of previously solved problems will improve students' performance in tackling near and far transfer tasks. We also investigated whether the combination of visual cues followed by video solutions yields further enhancement of students' performance. N=33 students in an algebra-based physics class participated in an interview containing two problem sets each with one initial task, a training session, and a near and far transfer task. For the training, students either received visual cues, visual cues and a video or only videos, depending on the condition. We compare students' correctness rate on near and far transfer tasks in the three conditions.

@article{Zu2017Effect, abstract = {{Transfer of learning is an important objective of education. However, students usually have difficulties in solving physics transfer tasks even after having solved similar problems previously. We investigated if instruction provided using videos containing detailed explanations of previously solved problems will improve students' performance in tackling near and far transfer tasks. We also investigated whether the combination of visual cues followed by video solutions yields further enhancement of students' performance. N=33 students in an algebra-based physics class participated in an interview containing two problem sets each with one initial task, a training session, and a near and far transfer task. For the training, students either received visual cues, visual cues and a video or only videos, depending on the condition. We compare students' correctness rate on near and far transfer tasks in the three conditions.}}, added-at = {2019-02-23T22:09:48.000+0100}, archiveprefix = {arXiv}, author = {Zu, Tianlong and Agra, Elise and Hutson, John and Loschky, Lester C. and Rebello, N. Sanjay}, biburl = {https://www.bibsonomy.org/bibtex/2da1c899d0b8509d16e0a6949e5096cdd/cmcneile}, booktitle = {2015 Physics Education Research Conference Proceedings}, citeulike-article-id = {14257159}, citeulike-linkout-0 = {http://arxiv.org/abs/1701.04497}, citeulike-linkout-1 = {http://arxiv.org/pdf/1701.04497}, citeulike-linkout-2 = {http://dx.doi.org/10.1119/perc.2015.pr.092}, day = 17, doi = {10.1119/perc.2015.pr.092}, eprint = {1701.04497}, interhash = {b99dae6c9441e29140934c47d5cd3206}, intrahash = {da1c899d0b8509d16e0a6949e5096cdd}, keywords = {teaching}, location = {College Park, MD}, month = jan, pages = {387--390}, posted-at = {2017-01-18 10:55:39}, priority = {2}, publisher = {American Association of Physics Teachers}, timestamp = {2019-02-23T22:15:27.000+0100}, title = {{Effect of visual cues and video solutions on conceptual tasks}}, url = {http://dx.doi.org/10.1119/perc.2015.pr.092}, year = 2017 }