Students make substantial use of worked examples during self-regulated learning, but task selection patterns differ across studies and between high- and low-scoring students¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? University students given task choice selected worked examples about 40% versus practice problems about 60% on average, with example selection decreasing over time. → Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 q2 i? Higher education students mostly started with observing a video modeling example at the lowest complexity level, and low-scoring students kept selecting examples and low complexity more than high-scoring students. → Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 (2)

Evidence¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09544-y

q2 · i? · review · r2

The review reports the Foster et al. (2018) university study with task choice: selection was "about 40% versus 60%" examples versus practice problems, decreasing in examples over time, though students rarely started with example study. No effect size is printed.

"the ratio of students' selection of worked examples versus practice problems was on average about 40% versus 60%. In line with instructional design principles (e.g., Van Merriënboer1997), the percentage of examples selected decreased and the percentage of practice problems increased over time"

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020 (2)¶

Tamara van Gog & Vincent Hoogerheide & Milou van Harsel. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09544-y

q2 · i? · review · r2

The review reports the Van Harsel et al. study (45-task database, three formats, three complexity levels): "Almost 77% of students started with observing a video modeling example"; low-scoring students continued selecting low-complexity tasks and examples more than high-scoring students in the second half. No effect size is printed.

"Almost 77% of students started with observing a video modeling example, 19% with a worked example, and only 4% with a practice problem, and the vast majority of students started at the lowest complexity level (almost 89%)."

Discussion¶

Related Claims¶

• Learners misjudge which learning strategies are effective — related