Loughborough University
Browse
The effect of worked examples on learning solution steps and knowledge transfer.pdf (931.24 kB)

The effect of worked examples on learning solution steps and knowledge transfer

Download (931.24 kB)
journal contribution
posted on 2023-11-22, 14:01 authored by Ouhao Chen, Endah Retnowati, Bobo ChanBobo Chan, Slava Kalyuga

The worked example effect has been well documented within the framework of Cognitive Load Theory (CLT), which suggests that teaching with examples would be superior to engaging in unguided problem solving, particularly for novices, as using worked examples would reduce their cognitive load, compared to solving problems, thus facilitating knowledge retention. This paper, using multiple-step mathematics problems, reports an experiment investigating the micro level of the worked example effect on learning solution steps, from the perspective of cognitive load and challenge (as a relevant affective, motivational factor), testing the worked example effect with a transfer test. The results favoured worked examples on both the retention and transfer tests after learning and showed that using worked examples would reduce cognitive load and impose less challenge on each step during learning.

Funding

Leverhulme Visiting Professor grant (VP2-2021-006) of Leverhulme Trust

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Educational Psychology

Volume

43

Issue

8

Pages

914-928

Publisher

Informa UK Limited, trading as Taylor & Francis Group

Version

  • VoR (Version of Record)

Rights holder

© The Author(s)

Publisher statement

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

Acceptance date

2023-10-17

Publication date

2023-10-30

Copyright date

2023

ISSN

0144-3410

eISSN

1469-5820

Language

  • en

Depositor

Dr Ouhao Chen. Deposit date: 30 October 2023