Worked examples did not improve application of CDR strategy knowledge relative to problem-solving¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2026 · checked against its sources 2026-10-19 (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? The worked example groups did not outperform the problem-solving group on the application of CDR strategy knowledge from pretest to posttest. → 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 on the knowledge application test (eight open CDR scenarios, administered pre and post) found no significant time point × condition interaction for the worked example groups versus problem-solving; hypothesis H1.1b was rejected. No effect size printed for this finding.
"Concerning the application of CDR strategy knowledge (H1.1b), the worked example groups did not demonstrate a stronger improvement than the problem-solving group (no significant interaction between time point and condition)."
Discussion¶
Related Claims¶
- Self-explaining worked examples improve declarative knowledge of CDR strategies more than solving problems — related
- Worked examples improved the exchange of relevant information in the CDR process, driven by the initial-situation step — related
- Adult players who studied worked examples scored significantly higher on a game-based problem-solving retention question than a control group — related
- Erroneous examples and problem solving do not differ significantly on an immediate posttest — related
- Erroneous examples produce significantly higher delayed-test learning gains than problem solving for decimal learning — related
- The participatory simulation group showed significantly larger overall (combined knowledge and application) gains than the problem-based group after four weeks — related
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
worked-examples-no-improvement-knowledge-application |
title |
Worked examples did not improve application of CDR strategy knowledge relative to problem-solving |
description |
Worked examples did not improve application of CDR strategy knowledge relative to problem-solving |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-19 |
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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