Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

Solving a problem after studying a worked example did not improve test performance relative to studying another example.

“In other words, solving a problem after having studied worked example did not enhance test performance compared to studying another example.”

In Van Gog et al. (2011), example-example and example-problem produced better test performance than problem-example and problem-problem, with lower studying-phase mental effort.

“Secondly, in the study by Van Gog et al. (2011), both exampleeexample and exampleeproblem resulted in better test performance than problemeexample and problemeproblem, which, moreover, was reached with lower invested mental effort in the studying phase in the exampleeexample and exampleeproblem conditions than in the problemeexample and problemeproblem conditions.”

This finding is consistent with prior research on problem-example and example-problem pairs (Reisslein et al., 2006; Van Gog et al., 2011).

“The finding that starting self-study of a new topic with a worked example instead of with autonomous problem solving has beneficial effects on task performance is in line with previous research on worked example effects (Cooper & Sweller, 1987;Paas, 1992;Paas & Van Merriënboer, 1994a;Sweller & Cooper, 1985;Van Gog et al., 2006) and with previous research on problemeexample and example problem pa”

Example-example and example-problem pairs produced better posttest performance than problem-problem and problem-example pairs (H4a), consistent with Van Gog et al. (2011).

“In line with the study by Van Gog et al. (2011), we found that exampleeexample and exampleeproblem pairs led to better posttest performance than problemeproblem and probleme example pairs (H4a), and that the second format did not influence posttest performance significantly (H4b).”

Van Gog et al. (2011) were the first to compare the four instructional conditions within one experiment.

“Their study was the first to compare these four instructional conditions within one experiment, and they found some intriguing results.”

Van Gog et al. found no significant difference in test performance between example-example and example-problem conditions, and no significant difference in studying-phase mental effort.

“First of all, their study was the first to compare an exampleeexample and exampleeproblem condition and to demonstrate that there was no significant difference in test performance in the exampleeexample and exampleeproblem conditions, and no significant difference in mental effort invested in the studying phase.”

The problem-example and problem-problem conditions did not differ in test performance or studying-phase mental effort.

“Thirdly, the problemeexample and probleme problem conditions did not differ from each other in test performance or invested mental effort in the studying phase.”