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ERIC Number: EJ826508
Record Type: Journal
Publication Date: 2009-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0959-4752
The Worked-Example Effect Using Ill-Defined Problems: Learning to Recognise Designers' Styles
Rourke, Arianne; Sweller, John
Learning and Instruction, v19 n2 p185-199 Apr 2009
This research uses cognitive load theory and theories of visual literacy to provide a theoretical underpinning for techniques to improve students' ability to recognise designers' styles in higher education. Using a lecture followed by tutorial format, students were required to learn the characteristics needed to identify a designer's work either by studying worked examples or by completing problem-solving tasks. The principle conclusion drawn from two experiments was that novice learners who have a moderate level of visual literacy skills are more successful at identifying a designer's work after studying worked examples compared to novice learners provided with problem-solving tasks. (Contains 5 tables and 5 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A