Worked-example gains in a puzzle game remained small relative to expert performance, with the worked example group learning only 2.7% of experts' knowledge-map knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? After studying worked examples, the treatment group learned only 2.7% of the experts' knowledge reflected in their knowledge maps. → Shen 2006

Evidence¶

Shen 2006¶

Shen, C.-Y., & O’Neil, H. (2006). The Effectiveness of Worked Examples in a Game-Based Learning Environment. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA. https://eric.ed.gov/?id=ED491961

q3 · i? · causal · r2

Comparison, in the SafeCracker worked example experiment, of the treatment group's knowledge maps with expert maps: "the improvement was small compared to expert performance", with the group learning "only 2.7% of the experts’ knowledge".

"However, the improvement was small compared to expert performance. The worked example group learned only 2.7% of the experts’ knowledge reflected in their knowledge maps."

Discussion¶

Related Claims¶

• Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — the general claim this finding bears on, with the studies behind it
• Worked Examples Improve Knowledge Map Content Understanding In A Puzzle Game
• In a game-based problem-solving study, trait self-regulation scores related significantly only to knowledge map scores, with higher planning, self-monitoring, effort and self-efficacy going with better knowledge map performance — related
• The FTS proposes that fading distinguishes expert from non-expert peers via a game-progress threshold, and peer-tutoring collaboration is expected to improve non-expert game progress and knowledge gained — related
• Adult players who studied worked examples scored significantly higher on a game-based problem-solving transfer question than a control group — related
• Adult players who studied worked examples scored significantly higher on a game-based problem-solving retention question than a control group — related