Manu Kapur
ETH Zurich
Human–computer interactionEducational psychologyCollaborative learningSociologyMathematics educationArtificial intelligencePsychologyEducational technologyCognitionCognitive psychologyCognitive sciencePedagogyMathematics instructionMathematical problem solvingComputer scienceComplex systemConcept learningManagement scienceKnowledge managementSocial psychologyLearning sciences
111Publications
25H-index
2,261Citations
Publications 109
Newest
#1Tanmay Sinha (ETH Zurich)H-Index: 11
#2Manu Kapur (ETH Zurich)H-Index: 25
Abstract Although Productive Failure has shown to be effective (Kapur, 2016; Loibl, Roll, & Rummel, 2017), it is not clear if failure in problem-solving is necessary. Initial work in a quasi-experimental setting suggests that explicitly designing for experiences of failure leads to better learning outcomes than designing for success. We build on this to report on a controlled experimental study where students are exposed to failure-driven, success-driven, or no explicit scaffolding in problem-so...
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#1Tanmay Sinha (ETH Zurich)H-Index: 11
#2Manu Kapur (ETH Zurich)H-Index: 25
When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate abo...
1 CitationsSource
#1Esther Ziegler (ETH Zurich)H-Index: 6
#2Dragan Trninic (ETH Zurich)H-Index: 9
Last. Manu Kapur (ETH Zurich)H-Index: 25
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Productive failure has shown positive effects on conceptual and transfer measures, but no clear effects on procedural measures. It is therefore an open question whether, and to what extent, productive failure methods may be used to enhance the learning of procedural skills. A typical productive failure study focuses on a single, complex concept; in contrast, procedural knowledge generally consists of a series of less-complex procedural steps. In this study, failure occasions were adapted to spec...
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#1Tanmay SinhaH-Index: 11
#2Manu KapurH-Index: 25
Last. Dragan TrninicH-Index: 9
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1 CitationsSource
#1Julia Chatain (ETH Zurich)H-Index: 2
#2Danielle M. Sisserman (TAU: Tel Aviv University)
Last. Amit Bermano (TAU: Tel Aviv University)H-Index: 11
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The shape and function of the human hand are intimately linked to our interaction with the physical world and sets us apart from our evolutionary ancestors. In the digital age, our hands still represent our main form of interaction. We use our hands to operate keyboards, mice, trackpads, and game controllers. This modality, however, separates content display and interaction. In this paper, we present Digital Gloves (DigiGlo), a system designed to evaluate the benefits of a unified hand display a...
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#1Dragan Trninic (ETH Zurich)H-Index: 9
#2Manu Kapur (ETH Zurich)H-Index: 25
Last. Tanmay Sinha (ETH Zurich)H-Index: 11
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When teaching a novel mathematical concept, should we present learners with abstract or concrete examples? In this experiment, we conduct a critical replication and extension of a well-known study that argued for the general advantage of abstract examples (Kaminski, Sloutsky, & Heckler, 2008a). We demonstrate that theoretically motivated yet minor modifications of the learning design put this argument in question. A key finding from this study is that participants who trained with improved concr...
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#1Michael J. Jacobson (USYD: University of Sydney)H-Index: 31
#2Micah B. Goldwater (USYD: University of Sydney)H-Index: 12
Last. Courtney Hilton (USYD: University of Sydney)H-Index: 3
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Abstract Although there has been considerable research into knowledge transfer for over a century, there remains a need for specific, validated techniques for teaching for transfer. This article reports on classroom-based research in which students learned about complex systems and climate change with agent-based computer models using two different instructional approaches based on productive failure (PF). In both PF approaches, students initially explored a problem space on their own and then r...
4 CitationsSource
#1Tobias Halbherr (ETH Zurich)H-Index: 1
#2Manu Kapur (ETH Zurich)H-Index: 25
Learning is a process that leads to outcomes. The science of learning is the epistemic practice of investigating the relationship between this process and its outcomes. We propose a novel method for the study of learning: The Double Treatment experimental design. The core design for experimental studies in the Learning Sciences consists of two elements, learning activities together with assessments of their outcomes. In conventional Single Treatment experimental designs, the learning activities ...
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#1Dragan TrninicH-Index: 9
#2Manu KapurH-Index: 25
#1Jun Song HuangH-Index: 3
#2Rachel LamH-Index: 6
Last. Manu KapurH-Index: 25
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