The worked example effect within cognitive load theory is a very well-established finding. The concrete effectiveness of worked examples in a learning situation, however, heavily depends on further moderating factors. For example, if learners improve their processing of worked examples by actively explaining the worked examples to themselves, they…

To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations. This is particularly true in computer-mediated settings where it is more difficult to thoroughly…