The worked-example effect: Not an artefact of lousy control conditions.
Recently it has been argued that the worked-example effect, as postulated by Cognitive Load Theory, might only occur when compared to unsupported problem-solving, but not when compared to well-supported or tutored problem-solving as instantiated, for example, in Cognitive Tutors. In two experiments,...
| Publicado en: | Computers in Human Behavior Vol. 25; no. 2; pp. 258 - 267 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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Elsevier Science
March 2009
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=508048356&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508048356 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07475632 JC4 jtl: Computers in Human Behavior issn: 07475632 maglogo: N pubinfo: dt: March 2009 vid: 25 iid: 2 pid: 2410 pub: Elsevier Science artinfo: ui: 508048356 10.1016/j.chb.2008.12.011 ppf: 258 ppct: 9 formats: tig: atl: The worked-example effect: Not an artefact of lousy control conditions. aug: au: Schwonke, Rolf Renkl, Alexander Krieg, Carmen Wittwer, Jörg Aleven, Vincent Salden, Ron su: Short-term memory Cognitive psychology research Problem solving sug: subj: Short-term memory Cognitive psychology research Problem solving keyword: Cognitive load ab: Recently it has been argued that the worked-example effect, as postulated by Cognitive Load Theory, might only occur when compared to unsupported problem-solving, but not when compared to well-supported or tutored problem-solving as instantiated, for example, in Cognitive Tutors. In two experiments, we compared a standard Cognitive Tutor with a version that was enriched with faded worked examples. In Experiment 1, students in the example condition needed less learning time to acquire a comparable amount of procedural skills and conceptual understanding. In Experiment 2, the efficiency advantage was replicated. In addition, students in the example condition acquired a deeper conceptual understanding. The present findings demonstrate that the worked-example effect is indeed robust and can be found even when compared to well-supported learning by problem-solving. Copyright (c) 2009 Elsevier Ltd. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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