An implementation of vicarious learning environments in middle school classrooms
Scotty Craig, Arthur Graesser, Joshua Brittingham, Joah Williams, Trey Martindale, University of Memphis, United States ; Gloria Williams, Renita Gray, Snowden elementary - Memphis City Schools, United States ; Arlisha Darby, White station high School - Memphis City Schools, United States ; Barry Gholson, University of Memphis, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Deep-level reasoning questions have been shown to be an effective way of improving learning in environments that are purely observational using randomized laboratory experiments. These types of environments have been referred to as vicarious learning environments in the literature. In the current study, we test the generalizability of this finding to the biological domain of the circulatory system in a real classroom setting using real teachers as interactive controls in a randomized design experiment. Students were randomly assigned to either a deep-level reasoning questions condition, a monologue condition. a standard teaching condition. In all conditions, students were taught information on the circulatory system for about 35-40 minutes per day over 6 days. Our vicarious interventions were able to perform at the same level as teachers on most tests and even outperformed teachers on review questions.
Craig, S., Graesser, A., Brittingham, J., Williams, J., Martindale, T., Williams, G., Gray, R., Darby, A. & Gholson, B. (2008). An implementation of vicarious learning environments in middle school classrooms. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 1060-1064). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE).