Time to completion reveals problem‐solving transfer

Two equally skilled groups of students taking introductory mechanics solve related physics problem pairs in reverse order with respect to each other, using the web‐based Socratic tutor, MasteringPhysics. In tutorial problems containing help in the form of requestable hints, descriptive text, and feedback, twice as many students were able to complete problems correctly in real‐time compared to problems that did not provide any help (end‐of‐chapter problems). The prepared group in a given related pair was able to solve it in ∼15% less time on average compared to the unprepared group. Furthermore, the prepared group requests ∼7% fewer hints on average than the unprepared group. We conclude that shorter completion times and problem‐solving transfer are facilitated through tutorial problems.