Leave some space to think: Can less guidance bring more product?

Abstract

The purpose of the study was to develop an optimal form of support during the problem-solving phase in productive failure for the learners to benefit most from their failing experience. Learners’ Representation and Solution Methods (“RSM”) and cognitive load wereanalyzed accordingly. The results indicate that there are statistically significant differences inlearners’ RSM diversities based on the types of metacognitive prompt provided to each group,while the effect of the different types of metacognitive prompt on RSM structuredness and cognitive load are not significant.