The worked example effect holds for the schema-acquisition goal, but other instructional goals may be better served by other means¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The worked example effect was demonstrated for acquiring domain-specific schemas, but for goals such as motivating and engaging learners or influencing emotional states, other instructional means could be more effective. → Kalyuga 2026

Evidence¶

Kalyuga 2026¶

Kalyuga, S. (2026). Instructional Implications of Evolutionary Perspective on Human Cognitive Architecture as an Intelligent Natural Information Processing System. Educational Psychology Review, 38, 33. https://doi.org/10.1007/s10648-026-10135-6

q1 · i? · theoretical · r3

Theoretical argument in the goal-driven approach section: the article attributes the worked example effect's reliable multi-study demonstration to the schema-acquisition goal only, and argues that for motivational or emotional goals "other instructional means could be more effective." No new data are reported.

"this effect had been originally hypothesized by cognitive load theory and then reliably demonstrated in multiple studies in various task domains when applied only to attaining the basic instructional goal of acquiring organized domain specific knowledge structures (schemas)."

Discussion¶

Related Claims¶

• Building extensive, well-organized domain knowledge may enhance functional use of intelligence in novel problems — related
• Minimal guidance is less effective for novices than explicit instruction — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• The expertise reversal effect reflects the strength of experts' knowledge base resisting redundant external information, and a motivation-related form is predicted — related
• Cognitive load theory has generated a variety of novel instructional procedures for presenting information — related
• Cognitive Overload Degrades Learning — related