Learners learned most about those principles that were faded¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2004 · checked against its sources 2026-10-14 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Individuals learned most about those principles that were faded in the learning environment. → Renkl 2004

Evidence¶

Renkl 2004¶

Renkl, A., Atkinson, R.K. & Große, C.S. (2004). How Fading Worked Solution Steps Works – A Cognitive Load Perspective. Instructional Science. https://doi.org/10.1023/B:TRUC.0000021815.74806.f6

q2 · i? · causal · r?

Experiment 1's second finding: rather than position mattering, "individuals learned most about those principlesthat were faded". The abstract prints no effect size for this result.

"The first experiment showed thatthe position of the faded steps did notinfluence learning outcomes; instead,individuals learned most about those principlesthat were faded."

Discussion¶

Related Claims¶

• Fading support promotes the transfer of responsibility from instructor to learner. — the general claim this finding bears on, with the studies behind it

• Successively fading out worked solution steps is effective for facilitating the transition from learning from worked examples to problem solving, compared to example-problem pairs — the general claim this finding bears on, with the studies behind it

• Faded steps were hypothesized to trigger specific self-explanation activities, tested via think-aloud protocols in Experiment 2 — related
• The position of faded worked solution steps did not influence learning outcomes in Experiment 1 — related
• Scaffolding improves learning — a broader claim this one bears on
• A conference paper reports that, in McNeil and Fyfe (2012), undergraduates taught with concreteness fading outperformed those taught in generic or concrete conditions — related
• No effect of fading on productive learning events including self-explanations was found in Experiment 2's think-aloud analysis — related
• Backward fading and principle prompts supported transfer in probability learning — related