Worked_Examples_on_Step_Performance_clean_with_authors.pdf (935.86 kB)
Effects of worked examples on step performance in solving complex problems
journal contribution
posted on 2020-03-31, 13:30 authored by Ouhao Chen, Endah Retnowati, Slava KalyugaThe instructional effect of worked examples has been investigated in many research studies. However, most of them evaluated the overall performance of the participants in solving post-intervention problems, rather than individual step performance in multi-step problems. The two experiments reported in this article investigated the relations between using worked examples and individual step performance in solving isomorphic problems. In Experiment 1, the effect of worked examples was found for overall performance for novice learners, whereas this effect was gradually reduced from Step 1 (the most difficult one) at which the effect was the strongest, to Step 3 (the easiest one) at which the effect was the weakest or even disappeared. In Experiment 2, relatively more knowledgeable participants learned the same sets of materials, and no effect of worked examples was found for either overall performance or individual step performance. Learner levels of expertise and levels of element interactivity were used to explain the results.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Educational PsychologyVolume
39Issue
2Pages
188 - 202Publisher
Informa UK Limited, trading as Taylor & Francis GroupVersion
- AM (Accepted Manuscript)
Rights holder
© Informa UK Limited, trading as Taylor & Francis GroupPublisher statement
This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 13 October 2018, available online: http://www.tandfonline.com/10.1080/01443410.2018.1515891.Acceptance date
2018-08-22Publication date
2018-10-13Copyright date
2018ISSN
0144-3410eISSN
1469-5820Publisher version
Language
- en
Depositor
Dr Ouhao Chen. Deposit date: 31 March 2020Usage metrics
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