Adult players who studied worked examples scored significantly higher on a game-based problem-solving retention question than a control group¶

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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? The worked example group improved significantly more than the control group on the problem-solving retention question (adjusted posttest means 4.18 vs. 3.54). → 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

Same randomized two-group SafeCracker experiment with 72 students. The worked example group "improved significantly more than those who did not on the problem solving retention question"; adjusted posttest means were 4.18 (SD = .15) vs. 3.54 (SD = .15). No test statistic or effect size is printed.

"Second, the participants who received worked examples improved significantly more than those who did not on the problem solving retention question. The adjusted mean of the posttest of retention score of the worked example group was more than that of the control group, i.e., 4.18 (SD = .15) vs.3.54 (SD = .15)."

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 Problem Solving Strategy Transfer In A Puzzle Game
• Studying worked examples between two rounds of a computer puzzle game produced significantly greater knowledge map improvement than no worked examples for adult players — related
• Worked examples did not improve application of CDR strategy knowledge relative to problem-solving — related
• Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention — related
• Worked examples improved the exchange of relevant information in the CDR process, driven by the initial-situation step — related
• 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 — related