Abstracts - Earli

version of a learning environment about the synthesis of ATP and another group that receivedstatic pictures (both versions with narration). After the learning phase learners had to deal withrecall, comprehension and transfer tasks on the molecular structure of the ATP-Synthase as well ason the process of ATP-Synthesis. An ANCOVA with prior knowledge and spatial abilities ascontrol variables revealed that the animated group outperformed the static group concerning theprocedural knowledge. With regard to the structural knowledge we found no difference. Obviouslythe process information could be more easily extracted from the animation whereas the structurescould be equally learned in both presentations. This may be due to the specific attributes of theanimation without fast changes in the global structure of the depicted molecule. Overall, it seemsto be necessary to distinguish the cognitive affordances of a learning task in order to designcomputationally efficient instructional pictures.O 1101 September 2007 08:30 - 10:30Room: 0.100ASymposiumUnderstanding robust learning via in vivo experimentationChair: Kurt VanLehn, University of Pittsburgh, USAOrganiser: Kurt VanLehn, University of Pittsburgh, USADiscussant: Fred Paas, Open University of the Netherlands, NetherlandsThe objective of this symposium is to introduce and critique two concepts, robust learning and invivo experimentation. Learning is robust if it generalizes in predictable ways and it causes fartransfer, long-term retention and accelerated future learning. Classroom experiments are in vivoexperiments if they attempt to exert control over fine-grained cognitive, social and motivationalfactors that can influence learning. Attaining this degree of control is facilitated when classroomsuse certain kinds of computer software as part of their ordinary practices. The symposium featurespresentation of 4 research studies that exemplify in vivo experimentation on robust learning,followed by a discussant commenting on the concepts and their likely importance in the science oflearning. The talks concern the learning of mathematics, science and second language. Theinstructional processes studied include meta-cognitive tutoring, help-seeking, gaming, selfexplanation,scripted collaborative problem solving and attention focusing in multi-media learning.All the studies were conducted in the LearnLab (www.learnlab.org), a new international resource,operated by the NSF-funded Pittsburgh Science of Learning Center (PSLC), which facilitates invivo experimentation on robust learning.In vivo experiments on whether tutoring meta-cognition yields robust learningKen Koedinger, Carnegie-Mellon University, USAVincent Aleven, Carnegie-Mellon University, USARyan Baker, University of Nottingham, United KingdomIn a number of in vivo experiments we have been exploring whether automated tutoring atmetacognitive level will improve student learning. By performing these experiments in the contextof PSLC LearnLab courses, we have more easily achieved features of in vivo experimentationincluding tight manipulation of a single learning principle, which is facilitated by implementation– 796 –