# Interleaving Worked Examples and Cognitive Tutor Support for Algebraic Modeling of Problem Situations

- Albert Corbett,
*Carnegie Mellon University*
- Stephen Reed,
*San Diego State University*
- Bob Hoffman,
*San Diego State University*
- Ben MacLaren,
*Carnegie Mellon University*
- Angela Wagner,
*Carnegie Mellon University, , *

## Abstract

Integrating worked examples with problem solving yields more
effective and efficient learning, as does intelligent tutoring support for
problem solving. This study examines the impact of integrating worked examples
and intelligent tutor support for algebra modeling problems. Students in three
conditions alternately studied worked examples (either static graphics,
interactive graphics or static tables) and solved Algebra Cognitive Tutor
problems. A control group solved all the problems with the Cognitive Tutor.
Students in the four groups developed equivalent problem-solving skills, but
students learned more efficiently in the interleaved worked example conditions,
requiring 26% less time to complete the problem set. There were no differences
among the four groups in two measures of robust learning – a retention test
and a transfer test. But students in the static table condition could more
accurately describe what algebraic model components represent in problem
situations than could students in the other three conditions.

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