Tradeoff between Problem-solving and Learning Goals: Two Experiments for Demonstrating Assistance Dilemma

Abstract

Recent intelligent tutoring systems give participants various types of supports. We hypothesize that a high level of support activates participants' orientation to problem-solving goals but reduces the priority of attaining learning goals; as a result, higher problem-solving performance is attained, but the learning effect is reduced. We tested this hypothesis by using two relatively largely different experimental tasks: Tower of Hanoi puzzle as a simple problem solving task and Natural Deduction learning as a more complex learning task. Overall results supported our hypothesis and were discussed from the viewpoint of the assistance dilemma.


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