The benefit of worked examples over problem-solving increases with decreasing shifting ability, reproducing Schwaighofer et al. (2016)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The direct effect of worked examples on learning gains was moderated by shifting ability (b = 0.005, p = .002), with worked examples particularly beneficial for learners with lower shifting ability. → Bichler 2022

Evidence¶

Bichler 2022¶

Bichler, S., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (2022). Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect? Instructional Science. https://doi.org/10.1007/s11251-022-09579-4

q3 · i? · causal · r2

In the conditional process model with shifting as moderator (N = 74), the treatment × shifting interaction on learning gains was significant. Because higher shifting scores indicate lower ability, the article concludes the benefit of worked examples over problem-solving increases with decreasing shifting ability, reproducing Schwaighofer et al. (2016).

"However, the direct effect was moderated by shifting ability b = 0.005, pone-tailed = .002, 95% CIboot [0.001, 0.01]."

Discussion¶

Related Claims¶

• Self-explanation quality does not mediate the worked example effect on learning gains in ill-defined statistics problems — related
• Executive functions and working memory correlate moderately to strongly with mathematics achievement (r = .28 to .40), from preschool through elementary school — related