ABSTRACT Background and Context Subgoal labeled worked examples have been extensively researched, but the research has been reported piecemeal. This paper aggregates data from three studies, including data previously unreported, to holistically examine the effect of subgoal labeled worked examples across three student populations and across different instructional designs. Objective By aggregating the data, we provide more statistical power for somewhat surprising yet replicable results. We discuss which results generalize across populations, focusing on a stable effect size for subgoal labels in programming instruction. Method We use descriptive and inferential statistics to examine the data collected from different student populations and different classroom instructional designs. We concentrate on the effect size across samples of the intervention for generalization. Findings Students using two variations of subgoal labeled instructional materials perform better than the others: the group that was given the subgoal labels with farther transfer between worked examples and practice problems and the group that constructed their own subgoal labels with nearer transfer between worked examples and practice problems.

中文翻译：

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奇怪的循环案例

摘要背景和上下文子目标标记的工作示例已被广泛研究，但研究报告是零碎的。本文汇总了三项研究的数据，包括以前未报告的数据，以全面检查子目标标记的工作示例对三个学生群体和不同教学设计的影响。目标 通过聚合数据，我们为有些令人惊讶但可复制的结果提供了更多的统计能力。我们讨论哪些结果可以在人群中推广，重点是编程指令中子目标标签的稳定效果大小。方法 我们使用描述性和推理性统计来检查从不同学生群体和不同课堂教学设计中收集的数据。我们专注于泛化干预样本的效果大小。结果 使用子目标标记教学材料的两种变体的学生比其他学生表现得更好：被赋予子目标标签的组在工作示例和练习问题之间有更远的转移，以及构建自己的子目标标签并在工作示例和练习之间更接近转移的组问题。