Anchored instruction remains a fascinating subject which employs the strength of integrating problem solving with instruction to improve student success, interest, and achievement when it comes to working with complex real-world problems. These problem-rich environments allow students to engage in learning through exploration of complex problems and ideas (Cognition and Technology Group at Vanderbilt [CTGV], 1992a). As shown by Shyu (2000), elementary students in Taiwan demonstrated increased interest, attitudes towards math, and achievement in problem-solving assessments. With such correlations using video-based anchored instruction, it would be interesting to discover the effects of increased interaction on students using more sophisticated technology such as videogame-style anchored instruction. Contrary to the effects seen in Taiwan, Park & Park (2012) discovered that the freedom of anchored instruction may leave students to develop incorrect knowledge when solving engineering problems. It stands to reason that the careful and deliberate implementation of anchored instruction at certain areas in education may be required to extract the most positive impact for students.
The Anchored Instructional approach suggests that “instructional goals for mathematics and science need to be quite different from the ones illustrated by typical test items that focus primarily on component skills” (CTGV 1992a). Are the effects of the Anchored Instruction studies a result of students using previous and classically taught ‘component skills’ in a new and more integrated approach? Would students who worked with Anchored Instruction from the beginning of their education have the same achievement and results? It would be very interesting to see how this approach works for the long-term benefit of children.
I believe that we have many tools at our disposal to bring Anchored Instruction into modern instruction. Rather than replacing current models of instruction, the supplementation of such models can help to bring students and teachers enrichment in both instruction and learning. A gradual implementation would be needed as such resources are assuredly difficult to construct, and deliver in a meaningful way.
Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.
Park, K., & Park, S. (2012). Development of professional engineers’ authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1), E14-E18.
Shyu, H. Y. C. (2000). Using video‐based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57-69.