Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
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Previous WE studies found that students learned more efficiently with WEs, but they did not learn more, since both groups were exposed to the same learning content.
“This is consistent with previous WE studies [10,17], where students learned more efficiently with WEs, but they did not learn more, since both groups were exposed to the same learning content.”
From Exploring the Impact of Worked Examples in a Novice Programming Environment (2019) · cites this paper as [17]
Cites
Cognitive Load During Problem Solving: Effects on Learning
Sweller, J. (1988) · Cognitive Science · doi:10.1016/0364-0213(88)90023-7 · Cited by 11,048 · see citing works
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · cited 2× · see citing works
“…effectiveness of instructional features of Cognitive Tutors, Koedinger and Aleven (2007) highlighted an “assistance dilemma” between research-based recommendations for more guidance/assistance (Kirschner et al. 2006), on one hand, versus more desirable difficulties (Bjork 1994), on the other hand.”
BackgroundSelf-explanations: How students study and use examples in learning to solve problems
Chi, M. (1989) · Cognitive Science · doi:10.1016/0364-0213(89)90002-5 · Cited by 2,287 · see citing works
Paas, F. G. W. C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.4.429 · Cited by 2,150 · see citing works
The power of testing memory: Basic research and implications for educational practice
Roediger, H. L., & Karpicke, J. D. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00012.x · Cited by 2,037 · see citing works
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Sweller, J. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9128-5 · Cited by 2,020 · see citing works
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927 · see citing works
Renkl, A., & Atkinson, R. K. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_3 · Cited by 540 · cited 2× · see citing works
“41, D-79085 Freiburg, Germany examples to problems is even more effective than example–problem pairs (e.g., Renkl and Atkinson 2003), (5) that examples that make sub-goals explicit are more effective than those that do not (Catrambone 1998), and (6) that the potential of example-based learning is…”
BackgroundSelf-citationvan Merriënboer, J. J. G., Schuurman, J. G., de Croock, M. B. M., & Paas, F. G. W. C. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00020-2 · Cited by 298 · cited 6× · see citing works
“In these studies (e.g., Mwangi and Sweller 1998; Paas 1992; Renkl and Atkinson 2003; Sweller and Cooper 1985; Trafton and Reiser 1993; Van Merriënboer et al. 2002), students in the control condition are sometimes given solutions as feedback after they have attempted a problem, but may not get any feedback at all.”
BackgroundInfluentialRapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning
Kalyuga, S., & Sweller, J. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504800 · Cited by 265 · see citing works
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Toward an Instructionally Oriented Theory of Example‐Based Learning
Renkl, A. (2014) · Cognitive Science · doi:10.1111/cogs.12086 · Cited by 509 · see citing works
Self-citationExploring the Impact of Worked Examples in a Novice Programming Environment
Zhi, R., Price, T. W., Marwan, S., Milliken, A., Barnes, T., & Chi, M. (2019) · Proceedings of the 50th ACM Technical Symposium on Computer Science Education · doi:10.1145/3287324.3287385 · Cited by 55 · see citing works
Exploring the Assistance Dilemma: Comparing Instructional Support in Examples and Problems
McLaren, B. M., van Gog, T., Ganoe, C., Yaron, D., & Karabinos, M. (2014) · Lecture Notes in Computer Science · doi:10.1007/978-3-319-07221-0_44 · Cited by 34 · see citing works
Self-citationAsking generative artificial intelligence the right questions improves writing performance
Cheng, Y., Fan, Y., Li, X., Chen, G., Gašević, D., & Swiecki, Z. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100374 · Cited by 21 · see citing works
Effects of concept maps and worked examples in learning skills in mathematics
Van Orman, D. S. J., Wong, R. M., Carbonneau, K. J., & Adesope, O. O. (2022) · School Science and Mathematics · doi:10.1111/ssm.12524 · Cited by 3 · see citing works
- Authors
- Salden, R. J. C. M., Koedinger, K. R., Renkl, A., Aleven, V., & McLaren, B. M.
- Affiliations
- Worcester Polytechnic Institute (US)
- Carnegie Mellon University (US)
- University of Freiburg (DE)
- Corresponding author
- Salden, Ron J. C. M.
- Venue
- Educational Psychology Review
- Published
- 2010-09-21
- Volume
- 22
- Issue
- 4
- Pages
- 379-392
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2077707062
- Cited by
- 96
- References
- 10
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 3 · 2023: 4 · 2022: 5 · 2021: 2 · 2020: 8 · 2019: 10 · 2018: 7 · 2017: 4 · 2016: 8 · 2015: 6 · 2014: 10 · 2013: 7 · 2012: 12
- FWCI
- 9.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- worked examples, cognitive tutors, cognitive load theory, instructional prompts, immediate feedback, knowledge induction, novice learning, instructional time
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