On the immediate test, novices showed a worked example effect (high guidance superior) while more knowledgeable learners showed a generation effect (low guidance superior)¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2 · i2–i3
Currency · newest study 2016 · checked against its sources 2026-10-23 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q2 i3 For Year 10 novices on the immediate test, high guidance produced significantly higher scores than low guidance (d = .87), reflecting a worked example effect. → Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016 q2 i2 For Year 11 more knowledgeable learners on the immediate test, low guidance produced significantly higher scores than high guidance (d = .59), reflecting a generation effect. → Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016 (2) q2 i? The three-way interaction of element interactivity, guidance and expertise was not significant on the immediate test. → Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016 (3)

Evidence¶

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016¶

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests. (2016). Submitted 29/01/2016. https://doi.org/10.1016/j.learninstruc.2016.06.007

q2 · i3 · causal · r2

Simple-effects test within the significant expertise x guidance interaction of the immediate-test ANOVA in this quasi-experimental school study: "the mean score for high guidance was significantly higher than for low guidance", d = .87, a worked example effect for novices.

"for Year 10 students, the mean score for high guidance was significantly higher than for low guidance, t(42) = 3.18, SEdiff = 3.46, p = .002, d = .87 (see Figure 4), reflecting a worked example effect"

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016 (2)¶

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests. (2016). Submitted 29/01/2016. https://doi.org/10.1016/j.learninstruc.2016.06.007

q2 · i2 · causal · r2

Simple-effects test for the more knowledgeable Year 11 group in the same immediate-test ANOVA: "the mean score for low guidance was significantly higher than for high guidance", d = .59, a generation effect.

"for Year 11, the mean score for low guidance was significantly higher than for high guidance, t(48) = 2.16, SEdiff = 3.61, p = .04, d = .59 (see Figure 5), reflecting a generation effect"

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016 (3)¶

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests. (2016). Submitted 29/01/2016. https://doi.org/10.1016/j.learninstruc.2016.06.007

q2 · i? · causal · r2

Omnibus repeated-measures ANOVA on immediate test scores found no significant three-way interaction; equivalence was not tested. The expertise x guidance two-way interaction (F(1, 90) = 4.38, p = .039) carried the immediate-test pattern.

"The three-way interaction of element interactivity, guidance and expertise was not significant, F(1, 90) = .489, MSe = 421.94, p = .486, Wilks' Lambda = .995, ηр² = .005."

Discussion¶

Related Claims¶

• On the delayed test, a significant three-way interaction showed a worked example effect for high element interactivity material and a generation effect for low element interactivity material for novices — related
• For more knowledgeable learners on the delayed test, a generation effect was obtained for both low and high element interactivity materials — related
• Expertise produced large main effects on test scores and interacted with element interactivity, with the expertise advantage much larger for high element interactivity material — related
• The experiment demonstrated an expertise reversal effect: high guidance via worked examples was redundant for more knowledgeable Year 11 learners — related
• On the delayed test, guidance interacted with element interactivity: generation was superior for low element interactivity material, with no significant difference for high element interactivity material — related
• Worked-example guidance becomes less effective as learner expertise increases. — a broader claim this one bears on
• Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — a broader claim this one bears on
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — a broader claim this one bears on