Comparing the effects of worked examples and modeling examples on learning.
Example-based learning is an effective instructional strategy for students with low prior knowledge, and is increasingly being used in online learning environments. However, examples can take many different forms and little is known about whether and how form affects learning outcomes. Therefore, th...
| Publicado en: | Computers in Human Behavior Vol. 41; pp. 80 - 92 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Elsevier B.V.
Dec2014
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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=99828991&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 99828991 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: Dec2014 vid: 41 pid: 2410 pub: Elsevier B.V. artinfo: ui: 99828991 10.1016/j.chb.2014.09.013 ppf: 80 ppct: 12 formats: tig: atl: Comparing the effects of worked examples and modeling examples on learning. aug: au: Hoogerheide, Vincent Loyens, Sofie M.M. van Gog, Tamara affil: Institute of Psychology, Erasmus University Rotterdam, The Netherlands su: College students Computer assisted instruction Philosophy of education Problem solving Learning strategies sug: subj: College students Computer assisted instruction Philosophy of education Problem solving Learning strategies keyword: Cognitive load theory Example-based learning Modeling Multimedia learning Cognitive load theory Example-based learning Modeling Multimedia learning ab: Example-based learning is an effective instructional strategy for students with low prior knowledge, and is increasingly being used in online learning environments. However, examples can take many different forms and little is known about whether and how form affects learning outcomes. Therefore, this study investigated whether worked examples and modeling examples with and without a visible model would be equally effective in fostering learning of a problem-solving task. In Experiment 1, secondary education students ( N = 78) learned how to solve a probability calculation problem by watching two videos that, depending on the assigned condition, provided worked examples (written text, pictures of problem states), modeling examples with a visible model (spoken text, a demonstration of the task), or modeling examples without a visible model (spoken text, pictures of problem states). Results showed that all three conditions were equally effective at fostering learning, near transfer, effort reduction, self-efficacy, and perceived competence. Experiment 2 ( N = 134) replicated these results with a younger student population that only studied one example. These findings suggest that the format of examples does not affect learning outcomes for this task; future research should investigate whether this would generalize to other problem-solving tasks. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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