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When instructional guidance is needed

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journal contribution
posted on 31.03.2020 by Ouhao Chen, S Kalyuga, J Sweller
© Australian Psychological Society Ltd 2016. Studying worked examples providing problem solutions to learners usually leads to better test performance than solving the equivalent problems without guidance, demonstrating the worked-example effect. The generation effect occurs when learners who generate answers without guidance learn better than those who read answers that provide guidance. The contradiction between these results can be hypothesised to be due to differences in the element interactivity of the learning tasks. Primary school students in Year 6 participated in the experiment, which investigated the hypothesis by using geometry materials. A disordinal interaction was obtained between levels of guidance and levels of element interactivity. Higher levels of guidance facilitated learning using high element interactivity information, while lower levels of guidance facilitated learning for low element interactivity information. Cognitive load theory was used to explain these contrasting results. From an educational perspective, it was suggested that when determining levels of guidance, a consideration of element interactivity is essential.

Funding

China Scholarship Council which provided a research grant (No. 201308110473)

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Educational and Developmental Psychologist

Volume

33

Issue

2

Pages

149 - 162

Publisher

Cambridge University press

Version

AM (Accepted Manuscript)

Rights holder

© Australian Psychological Society

Publisher statement

This article has been published in a revised form in Educational and Developmental Psychologist https://doi.org/10.1017/edp.2016.16. This version is published under a Creative Commons CC-BY-NC-ND. No commercial re-distribution or re-use allowed. Derivative works cannot be distributed. © copyright holder.

Acceptance date

11/09/2016

Publication date

2016-10-05

Copyright date

2016

ISSN

2059-0776

eISSN

2059-0784

Language

en

Depositor

Dr Ouhao Chen Deposit date: 31 March 2020

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