Self-explaining worked examples improve declarative knowledge of CDR strategies more than solving problems¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q3 i? Trainees who learned by self-explaining worked examples showed a significant pre-post improvement in declarative knowledge of CDR strategies compared with the problem-solving group. → Rexhäuser 2026
Evidence¶
Rexhäuser 2026¶
Rexhäuser, D., Radkowitsch, A., Richters, C., Glogger-Frey, I., Vogel-Blaschka, D., Meier, J., & Abele, S. (2026). Effects of specificity of self-explanation prompts for worked examples on computer-supported learning of collaborative diagnostic reasoning. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-026-09468-9
q3 · i? · causal · r2
RM-ANOVA in a pre-post experiment with 154 trainees (77 dyads) comparing worked example groups against the problem-solving group; the significant time point × condition interaction supported H1.1a, so the authors report "a significant improvement compared with the problem-solving group". No effect size printed for this finding.
"In terms of declarative knowledge of CDR strategies (H1.1a), the worked example group demonstrated a significant improvement compared with the problem-solving group (significant interaction between time point and condition)."
Discussion¶
Related Claims¶
- Worked examples did not improve application of CDR strategy knowledge relative to problem-solving — related
- Worked examples improved the exchange of relevant information in the CDR process, driven by the initial-situation step — related
- Static self-explanation prompts in the Geometry Cognitive Tutor produced greater gains on Reason and Not Enough Info test items than problem-solving practice alone — a broader claim this one bears on
- Students who self-explain worked examples learn more effectively than those who do not, and the quality of self-explanations relates to explaining deep structure — related
- Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
worked-examples-improve-cdr-declarative-knowledge |
title |
Self-explaining worked examples improve declarative knowledge of CDR strategies more than solving problems |
description |
Self-explaining worked examples improve declarative knowledge of CDR strategies more than solving problems |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rexhäuser-2026 |
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