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ERIC Number: EJ906658
Record Type: Journal
Publication Date: 2010-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-1040-726X
Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
Salden, Ron J. C. M.; Koedinger, Kenneth R.; Renkl, Alexander; Aleven, Vincent; McLaren, Bruce M.
Educational Psychology Review, v22 n4 p379-392 Dec 2010
Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizing extraneous cognitive load by providing prompts for problem sub-goals, step-based immediate feedback, and context-sensitive hints. Results across eight studies in three different domains indicate that adding examples to Cognitive Tutors is beneficial, particularly for decreasing the instructional time needed and perhaps also for achieving more robust learning outcomes. These studies bolster the practical importance of examples in learning, but are also of theoretical interest. By using a stronger control condition than previous studies, these studies provide a basis for refining Cognitive Load Theory explanations of the benefits of examples. Perhaps, in addition to other reasons, examples may help simply because they "more quickly" provide novices with information needed to induce generalized knowledge. (Contains 1 table and 3 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A