Worked examples benefit learning even compared to tutored problem solving with on-demand guidance, indicating the effect is not an artefact of weak control conditions¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies reviewed by Salden et al. (2010) show worked examples have beneficial effects on learning (performance, time, or both) even when compared to tutored problem solving with instructional guidance available on demand. → Tamara van Gog & Fred Paas & John Sweller 2010

Evidence¶

Tamara van Gog & Fred Paas & John Sweller 2010¶

Tamara van Gog & Fred Paas & John Sweller. (2010). Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement. Educ Psychol Rev (2010) 22:375–378. https://doi.org/10.1007/s10648-010-9145-4

q2 · i? · review · r2

The review reports, citing Salden et al. (2010), studies on integrating worked examples in cognitive tutoring systems; benefits held against tutored problem solving, indicating the worked example effect is "not an artefact of lousy control conditions" (Schwonke et al. 2009).

"The studies reviewed by Salden et al. show, however, that worked examples have beneficial effects on learning (either in terms of performance, time, or both) even when compared to tutored problem solving in which instructional guidance is available on demand"

Discussion¶

Related Claims¶

• Adaptive fading of worked examples based on current skill level produced better learning outcomes than fixed fading or tutored problem solving — related
• The review reports that worked examples benefit inexperienced learners but become redundant with increased experience, when problem solving proves superior — related
• Expertise reversal: high-guidance worked examples become ineffective or detrimental once learners have developed cognitive schemata — related
• Studying worked examples is more effective and more efficient than problem solving for novice learners (the worked example effect) — related
• Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — related