Experimental Investigation of Assistance Dilemma with Othello Game.

Abstract

In the current study, we investigated the assistance dilemma issue, which suggests that a high level of support do not necessarily help learners obtain higher learning effects even though higher problem-solving in the learning phase is performed. We tested this issue with Reversi game as an experimental task, and developed a learning environment in which participants were given the best moves as help information. Experimental results revealed that a very high level of support decreased the time for deciding moves and increased the performance scores in the learning phase, but brought about negative impacts on learning effects measured in the post-test after the learning phase.