The worked example effect failed to replicate for geometry and kinematics problems, and was reinstated when worked examples were restructured to reduce split attention¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Studying worked examples produced no superiority over problem solving for geometry and kinematics problems, unlike the robust algebra findings. → John Sweller 2023 q2 i? Physically integrating diagram and statements in worked examples reduced split attention and reinstated the worked example effect. → John Sweller 2023 (2)

Evidence¶

John Sweller 2023¶

John Sweller. (2023). The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09817-2

q2 · i? · theoretical · r2

Narrative report by the author of his own research group's experiments following Sweller and Cooper (1985) and Cooper and Sweller (1987) algebra studies. The article reports these as replication failures that persisted for several years; no statistics are printed in the quoted passage.

"We tried geometry problems and obtained no evidence of superiority when students studied worked examples instead of solving problems. We tried kinematics problems in physics classes and again found no worked example effect."

John Sweller 2023 (2)¶

q2 · i? · theoretical · r2

The article reports that data indicated the worked example effect could be obtained when geometry and kinematics worked examples were restructured to physically integrate multiple sources of information, citing Tarmizi and Sweller (1988) and Ward and Sweller (1990) for examples.

"Physically integrating worked examples reduced split attention and reinstated the worked example effect by reducing working memory load, thus expanding cognitive load theory."

Discussion¶

When guidance was presented in a unitary (integrated) format, worked examples were superior to conventional problems (Experiments 4 and 5) — related
Split-attention worked examples lose their advantage over conventional practice, while integrated formats restore it — possibly the same claim (merge candidate)
Under many circumstances, studying worked examples produced superior learning compared to active problem solving, as suggested by previous research — a broader claim this one bears on
Worked examples result in better performance than conventional problem solving with no guidance, per prior work cited in the thesis — related

Page metadata

Field	Value
`type`	`claim`
`id`	`worked-example-effect-split-attention-replication-history`
`title`	`The worked example effect failed to replicate for geometry and kinematics problems, and was reinstated when worked examples were restructured to reduce split attention`
`description`	`The worked example effect failed to replicate for geometry and kinematics problems, and was reinstated when worked examples were restructured to reduce split attention`
`status`	`review`
`evidence_strength`	`mixed`
`newest_evidence`	`2023`
`source_checked`	`2026-10-21`
`generated`	by `process:wiki-ingest` on `2026-10-21`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `john-sweller-2023`, `john-sweller-2023-2`

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