Conditions and effects of example elaboration
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Asking questions about worked-out examples or completion tasks is important to ensure that learners elaborate them.
“asking questions about worked-out examples or completion tasks is important to ensure that learners elaborate them (see Stark, Mandl, Gruber, & Renkl, 2002).”
From Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003) · cites this paper as Stark, Mandl, Gruber, & Renkl, 2002
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
Self-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
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.122 · Cited by 1,198 · see citing works
Instructional control of cognitive load in the training of complex cognitive tasks
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Educational Psychology Review · doi:10.1007/bf02213420 · Cited by 968 · see citing works
van 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 · see citing works
Cognitive load theory and aging: effects of worked examples on training efficiency
Van Gerven, P. W. M., Paas, F. G. W. C., Van Merriënboer, J. J. G., & Schmidt, H. G. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00017-2 · Cited by 205 · cited 1× · see citing works
“The concept of tolerance of ambiguity was used by Frenkel-Brunswik (1949) in order to describe a personal characteristic that is based on relatively rigid reactions”
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Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
van Merriënboer, J. J. G., & Sweller, J. (2005) · Educational Psychology Review · doi:10.1007/s10648-005-3951-0 · Cited by 2,206 · see citing works
Cognitive load theory in health professional education: design principles and strategies
Van Merriënboer, J. J. G., & Sweller, J. (2010) · Medical Education · doi:10.1111/j.1365-2923.2009.03498.x · Cited by 1,511 · see citing works
Does discovery-based instruction enhance learning?
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011) · Journal of Educational Psychology · doi:10.1037/a0021017 · Cited by 1,338 · see citing works
Cognitive load theory, educational research, and instructional design: some food for thought
de Jong, T. (2010) · Instructional Science · doi:10.1007/s11251-009-9110-0 · Cited by 1,180 · see citing works
Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_2 · Cited by 857 · see citing works
Assimilating complex information
Pollock, E., Chandler, P., & Sweller, J. (2002) · Learning and Instruction · doi:10.1016/s0959-4752(01)00016-0 · Cited by 692 · see citing works
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-citationIntegrating cognitive load theory and concepts of human–computer interaction
Hollender, N., Hofmann, C., Deneke, M., & Schmitz, B. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.05.031 · Cited by 328 · see citing works
Knowledge elaboration: A cognitive load perspective
Kalyuga, S. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2009.02.003 · Cited by 213 · see citing works
van Merriënboer, J. J. G., & Sluijsmans, D. M. A. (2009) · Educational Psychology Review · doi:10.1007/s10648-008-9092-5 · Cited by 156 · see citing works
Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions
Tuovinen, J. E., & Paas, F. (2004) · Instructional Science · doi:10.1023/b:truc.0000021813.24669.62 · Cited by 134 · see citing works
The role of strategy use in working memory training outcomes
Fellman, D., Jylkkä, J., Waris, O., Soveri, A., Ritakallio, L., Haga, S., Salmi, J., Nyman, T. J., & Laine, M. (2020) · Journal of Memory and Language · doi:10.1016/j.jml.2019.104064 · Cited by 64 · see citing works
- Authors
- Stark, R., Mandl, H., Gruber, H., & Renkl, A.
- Affiliations
- Ludwig-Maximilians-Universität München (DE)
- University of Regensburg (DE)
- University of Freiburg (DE)
- Corresponding author
- Stark, Robin
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2002-02
- Volume
- 12
- Issue
- 1
- Pages
- 39-60
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2067521059
- Cited by
- 105
- References
- 7
- Citations by year
- 2026: 2 · 2025: 12 · 2024: 1 · 2023: 1 · 2022: 5 · 2021: 2 · 2020: 6 · 2019: 5 · 2018: 10 · 2017: 2 · 2016: 1 · 2015: 3 · 2014: 4 · 2013: 5 · 2012: 3
- FWCI
- 5.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- University of Regensburg Publication Server (University of Regensburg) (submittedVersion)
- FreiDok plus (Universitätsbibliothek Freiburg) (submittedVersion)
- Funders
- Deutsche Forschungsgemeinschaft
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- worked examples, learning from examples, ambiguity tolerance, cognitive effort, prior knowledge, student learning interest, metacognition, accounting education, vocational education, learning behavior
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