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This experiment sought to generalize to middle- and high-school students the learning gains observed through deep-level reasoning questions among college students in vicarious environments. 342 eighth through eleventh graders were presented with either content alone, content preceded by deep-level reasoning questions, or an interactive session with a virtual tutor. Students exposed to the deep-level reasoning questions outperformed the interactive and content-only groups, suggesting that deep-level reasoning questions do indeed aid in knowledge representation amongst middle- and high-school students.
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