Home

Ph.D. Projects

Julia Schuh

[Person] [Project]

---

Julia Schuh, Dr.

Short Vita

1977:

Born in Saarbrücken (Germany).

1996-2001:

Study of Psychology at the Saarland University (Germany).

11/2001:

Graduation in Psychology at the Saarland University (Germany). Thesis: "Instruktionale Unterstützung beim Wissenserwerb aus Beispielen in computerunterstützten Lernumgebungen" [Supporting Learning from Worked-Out Examples in Computer-Based Learning Environments]

Since Apr 2002:

PhD student of the VGK.

Contact

Phone: ++49 (0) 7071 / 979 322
FAX: ++49 (0) 7071 / 979 100
email: Julia.Schuh@vgk.de
WWW: My homepage

Knowledge Media Research Center
(Institut für Wissensmedien)
Konrad-Adenauer-Str. 40
D-72072 Tübingen (Germany)

---

Ph.D. Project

Topic: Fostering skill acquisition in multimedia learning environments

Supervisor: Prof. Dr. P. Gerjets (Tübingen), Prof. Dr. F. W. Hesse (Tübingen)

Start of the Ph.D. project: Apr 2002

Summary

Learners experience difficulties transferring knowledge from one domain into another (context transfer), especially if the domains are not isomorphic with regard to the problem structures involved (structural transfer). In this study we investigated whether embellishing hypermedia learning environments with dynamic visualizations of worked-out examples is helpful to overcome these problems and whether these visualizations would be superior to other types of instructional support that are based on hypermedia linking capabilities. Therefore we compared an example-based hypermedia environment (baseline) to three other experimental conditions (comparison tool, dynamic visualization, both). The comparison tool was based on hyperlinks and helped to compare different examples with regard to their structural features. We assumed that this would support recognizing relevant example features and thus the acquisition of context-independent problem-schemas as a prerequisite for context transfer. The dynamic visualizations provided for every worked-out example comprised one visualization of the problem statement and one dynamic visualization for each of the individual steps of the solution procedure. The visualizations of a problem statement illustrated the transition between a concrete problem representation and a more abstracted representation of its structural features. The same type of abstract visualization was used for all examples so that all visualizations shared a common representation of objects and the relevant relations among them. We assumed that this would help learners to focus on the structural example features. Moreover, the dynamic visualizations illustrated changes in problem states over time that resulted from applying solution steps. This might enable learners to better understand individual solution steps as a prerequisite for structural transfer. In line with our expectations the interactive comparison tool led to an increase in problem-solving performance but only for problems requiring context transfer. However, learning with dynamic visualizations resulted in superior performance with regard to both, context transfer as well as structural transfer.

 

References:

Publications/Presentations:

2005

Gerjets, P. , Scheiter, K., & Schuh, J. (in press). Instruktionale Unterstützung beim Fertigkeitserwerb aus Beispielen in hypertextbasierten Lernumgebungen. Zeitschrift für Pädagogische Psychologie.

2004

Scheiter, K. , Gerjets, P., & Schuh, J. (2004). The impact of example comparisons on schema acquisition: Do learners really need multiple examples? In Y. B. Kafai, B. Sandoval , N. Enyedy , A. S. Nixon, & F. Herrera (Eds.), Proceedings of the 6th International Conference of the Learning Sciences (pp. 457-464). Mahwah, NJ: Erlbaum.

Schuh, J., Gerjets, P. & Scheiter, K. (2004). Enhancing example-based learning in hypertext environments. In K. Forbus, D. Gentner & T. Regier (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (pp. 1231-1236). Mahwah, NJ: Erlbaum.

2003

Schuh, J., Gerjets, P. & Scheiter, K. (2003). Supporting learning from worked-out examples in computer-based learning environments. In F. Schmalhofer & R. Young (Eds.), Proceedings of the 1th European Conference of the Cognitive Science Society (EuroCogSci). Mahwah, NJ: Erlbaum.

Schuh, J., Gerjets, P. & Scheiter, K. (2003). Supporting learning from worked-out examples in computer-based learning environments. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Erlbaum.

Scheiter, K., Gerjets, P. & Schuh, J. (2003). Are multiple examples necessary for schema induction? In F. Schmalhofer & R. Young (Eds.), Proceedings of the 1th European Conference of the Cognitive Science Society (EuroCogSci). Mahwah, NJ: Erlbaum.

Scheiter, K. , Gerjets, P., & Schuh, J. (2003). Are multiple examples really helpful for schema acquisition? Tenth Biennial Conference of the European Association for Research on Learning and Instruction. Padova, Italy.

2002

Gerjets, P., Scheiter, K. & Schuh, J. (2002). Nutzung ausgearbeiteter Beispielaufgaben in hypermedialen Lernumgebungen: Strategische Defizite und instruktionelle Förderungsmaßnahmen. Vortrag auf dem 43. Kongress der Deutschen Gesellschaft für Psychologie in Berlin (22. - 26.09.2002)

2001

Schuh, J., Schorr, T. & Gerjets, P. (2001). Computerbasiertes Lernen: Perspektiven und Probleme aus psychologischer Sicht. Vortrag auf dem Tag der Forschung/ Tag der offenen Tür der Universität des Saarlandes (9.6.2001).

2000

Gerjets, P., Schuh, J., Scheiter, K. & Tack, W. H. (2000). Ressourcenadaptive Strategiewahl beim Wissenserwerb aus Beispielen in Hypertext-Umgebungen. Vortrag auf der 42. Tagung experimentell arbeitender Psychologen in Braunschweig (3.4. - 6.4.00). Abstract in D. Vorberg, A. Fuchs, T. Futterer, A. Heinecke, U. Heinrich & U. Mattler (Hrsg.), Experimentelle Psychologie (S. 81). Lengerich: Pabst.

[Top of Page] [Person] [Project] Julia Schuh

Last update: 27 May 2005, vgk-webmaster@vgk
URL: www.vgk.de/projects/schuh/index.html