Students start with video modeling examples but shift toward worked examples and practice problems as the learning phase progresses¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants selected more video modeling examples (36.9%) than worked examples (25.8%) on average, and the proportion of video modeling examples depended on task order, decreasing as the learning phase progressed while worked-example selection increased. → Milou van Harsel 2022

Evidence¶

Milou van Harsel 2022¶

Milou van Harsel, Vincent Hoogerheide, Eva Janssen, Peter Verkoeijen, Tamara van Gog. (2022). How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems? Instructional Science. https://doi.org/10.1007/s11251-022-09589-2

q2 · i? · associational · r1

Descriptive analysis of example-format choices among the same 147 participants across the six self-selected tasks. The article reports "participants, on average, selected more video modeling examples (36.9%) than worked examples (25.8%)" and that most participants chose a video example first.

"Results showed that participants, on average, selected more video modeling examples (36.9%) than worked examples (25.8%) during the learning phase."

Milou van Harsel 2022 (2)¶

Milou van Harsel, Vincent Hoogerheide, Eva Janssen, Peter Verkoeijen, Tamara van Gog. (2022). How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems? Instructional Science. https://doi.org/10.1007/s11251-022-09589-2

q2 · i? · associational · r1

Chi-Squared Test on task order for the same sample showed the proportion of video modeling examples depended on order (χ2(5) = 52.48, p < .001); the article interprets this as fewer video examples and more worked examples as the phase progressed.

"Chi-Squared Tests revealed that the proportion selected video modeling examples depends on the order of the tasks χ 2 (5) = 52.48, p < .001, meaning that students selected fewer video modeling examples (and more worked examples) as the learning phase progressed."

Discussion¶

Related Claims¶

• Students mostly start at the lowest complexity level and move to higher levels, but many still choose level 1 tasks in the second half of learning — related
• Novice students selecting their own tasks choose more examples than practice problems, with example selection decreasing as the learning phase progresses — related