Abstract
Dealing with knowledge application is rarely perceived as part of education. However, there is much evidence that even very knowledgeable subjects often fail to adequately apply their knowledge. In order to provide learning environments where utilizable knowledge can be acquired, the analysis and induction of preferable learning strategies is important. Advantages and disadvantages of two learning modes during system exploration (specific vs. global) are discussed. In two empirical studies, their impact on later problem solving within an economics computer simulation is investigated. In the correlational Study 1 evidence is presented that specific learning mode may prove useful in complex, semantically rich domains. In the experimental Study 2 specific learning mode as exploration strategy was induced in the experimental group. This group yielded more success in later problem solving than the control group.
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Gruber, H., Renkl, A., Mandl, H., Reiter, W. (1993). Exploration Strategies in an Economics Simulation Game. In: Towne, D.M., de Jong, T., Spada, H. (eds) Simulation-Based Experiential Learning. NATO ASI Series, vol 122. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-78539-9_16
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DOI: https://doi.org/10.1007/978-3-642-78539-9_16
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