2025/05/07 by Sutapa Dey Tithi, Tithi, Sutapa Dey, Xiaoyi Tian +5 · 1 citation
Psychology · Social Sciences · #FOS: Computer and information sciences #Human-Computer Interaction (cs.HC) #Innovative Teaching and Learning Methods #Logic in Computer Science (cs.LO) #Science Education and Pedagogy #Visual and Cognitive Learning Processes
paper · pdf · doi:10.48550/arxiv.2505.04712
openalex publication_date 2025/05/07 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Parsons problems (PPs) have shown promise in structured problem solving by providing scaffolding that decomposes the problem and requires learners to reconstruct the solution. However, some students face difficulties when first learning with PPs or solving more complex Parsons problems. This study introduces Guided Parsons problems (GPPs) designed to provide step-specific hints and improve learning outcomes in an intelligent logic tutor. In a controlled experiment with 76 participants, GPP students achieved significantly higher accuracy of rule application in both level-end tests and post-tests, with the strongest gains among students with lower prior knowledge. GPP students initially spent more time in training (1.52 vs. 0.81 hours) but required less time for post-tests, indicating improved problem solving efficiency. Our thematic analysis of GPP student self-explanations revealed task decomposition, better rule understanding, and reduced difficulty as key themes, while some students felt the structured nature of GPPs restricted their own way of reasoning. These findings reinforce that GPPs can effectively combine the benefits of worked examples and problem solving practice, but could be further improved by individual adaptation.