The DOI matches its Crossref record; 138 of the 138 references it cites were found in a registry or an index.
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives
Open accessAbstract
Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why example-based learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions.
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Cited by
Effects of pairs of problems and examples on task performance and different types of cognitive load
Leppink, J., Paas, F., van Gog, T., van der Vleuten, C. P. M., & van Merriënboer, J. J. G. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.12.001 · Cited by 520
Toward an Instructionally Oriented Theory of Example‐Based Learning
Renkl, A. (2014) · Cognitive Science · doi:10.1111/cogs.12086 · Cited by 509
Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives
Paas, F., van Gog, T., & Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9133-8 · Cited by 442
Self-citationEffects of worked examples, example-problem, and problem-example pairs on novices’ learning
van Gog, T., Kester, L., & Paas, F. (2011) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2010.10.004 · Cited by 283
Self-citationLooking Beyond the Hype: Understanding the Effects of AI on Learning
Bauer, E., Greiff, S., Graesser, A. C., Scheiter, K., & Sailer, M. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10020-8 · Cited by 153
Metadata
- Authors
- van Gog, T., & Rummel, N.
- Venue
- Educational Psychology Review
- Published
- 2010-05-08
- Volume
- 22
- Issue
- 2
- Pages
- 155-174
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2059804788
- Cited by
- 377
- References
- 138
- FWCI
- 17.98
- Type
- journal article
- Language
- en
- Open access
- hybrid
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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