Instructional design principles for self-regulated example-based learning at multiple complexity levels¶

Design · All designs
Evidence · 2 claims (1 for, 1 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article organizes its analysis around five instructional design principles for novices acquiring problem-solving skills from examples and problems: the example-based-learning-principle (studying several examples, possibly alternated with problems, is more effective and efficient than problem solving only), the example-first-principle (start with an example), the lowest-level-first-principle and simple-to-complex-principle (start at the lowest complexity level and build up gradually), and the start-each-level-with-example-principle (start each new complexity level with example study). These principles, drawn from the 4C/ID model and example-based learning research, were used as a scoring rubric against which students' spontaneous task selections were evaluated.

Design Implications¶

Context¶

Requirements¶

Learners must be novices with little prior knowledge for whom the principles prescribe optimal support and complexity
A task database offering examples and problems at multiple complexity levels so that selection behavior can be scored against the principles

Constraints¶

The expertise reversal effect limits the example-based-learning and example-first principles: learners do not need instructional support from examples anymore when their knowledge increases, and from that point onwards they learn more from solving problems than from example study

Target Learners¶

Novice higher education students acquiring problem-solving skills

Learning Goals¶

Acquisition of well-defined problem-solving procedures, such as mathematical integration methods

Claims¶

Examples¶

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Key Sources¶

Milou van Harsel, Vincent Hoogerheide, Eva Janssen, Peter Verkoeijen, Tamara van Gog. (2022). How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems? Instructional Science. https://doi.org/10.1007/s11251-022-09589-2

Page metadata

Field	Value
`type`	`design`
`id`	`example-based-learning-design-principles-complexity-levels`
`title`	`Instructional design principles for self-regulated example-based learning at multiple complexity levels`
`description`	`The article organizes its analysis around five instructional design principles for novices acquiring problem-solving skills from examples and problems: the example-based-learning-principle (studying several examples,...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `milou-van-harsel-2022`

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