The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
How Fading Worked Solution Steps Works – A Cognitive Load Perspective
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The result is ambiguous because the KC content of faded steps is typically confounded with the position of faded steps.
“However, Renkl, Atkinson and Große (2004) note that this result is ambiguous because the KC content of faded steps is typically confounded with the position of faded steps.”
From The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning (2012) · cites this paper as Renkl, Atkinson and Große (2004)
Citations
Cites
Statistical Methods for Rates and Proportions
Fleiss, J. L., Levin, B., & Paik, M. C. (2003) · Wiley Series in Probability and Statistics · doi:10.1002/0471445428 · Cited by 18,646
Cognitive Architecture and Instructional Design
Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998) · Educational Psychology Review · doi:10.1023/a:1022193728205 · Cited by 6,023
Schema induction and analogical transfer
Gick, M. L., & Holyoak, K. J. (1983) · Cognitive Psychology · doi:10.1016/0010-0285(83)90002-6 · Cited by 3,010 · cited 1×
“This category assesses the extent to which coherence between examples is perceived which indicates the induction of abstract schemata (cf. Catrambone and Holyoak 1989; Gick and Holyoak 1983).”
BackgroundKalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989) · Cognitive Science · doi:10.1207/s15516709cog1302_1 · Cited by 1,714
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
When problem solving is superior to studying worked examples.
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.3.579 · Cited by 548 · cited 2×
“Kalyuga, Chandler, Tuovinen, and Sweller (2001) analyzed mechanical trade apprentices’ learning about relay circuits and their programming in different stages of skill acquisition.”
BackgroundRenkl, A., & Atkinson, R. K. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_3 · Cited by 540 · cited 2×
“Despite the favorable outcomes for the fading procedure documented by Renkl and his colleagues ( Renkl and Atkinson 2003; Renkl et al. 2002), the specific mechanisms that rendered fading (in its different variants) effective remained unspecified.”
BackgroundSelf-citation
Flagged first, then by citations
Research works printed but not linked: 19
- Atkinson, R.K., Derry, S.J., Renkl, A. & Wortham, D.W. (2000) Learning from examples: Instructional principles from the worked examples research, Review of Educational Research 70: 181–214. · DOI
- Atkinson, R.K., Renkl, A. & Merrill, M.M. (in press) Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading, Journal of Educational Psychology.
- Catrambone, R. & Holyoak, K.J. (1989) Overcoming contextual limitations on problemsolving transfer, Journal of Experimental Psychology: Learning, Memory, and Cognition 15: 1147–1156.
- Ericsson, K.A. & Simon, H.A. (1993) Protocol Analysis. Verbal Reports as Data (revised edition). Cambridge, MA: MIT Press. · DOI · Paper page
- Fleischman, E.S. & Jones, R.M. (2002) Why example fading works: A qualitative analysis using Cascade, Proceedings of the 24th Annual Conference of the Cognitive Science Society, pp. 298–303. Mahwah, NJ: Erlbaum.
- Hausmann, R.G.M. & Chi, M.T.H. (2002) Can a computer interface support self-explaining? Cognitive Technology 7: 4–14.
- Jones, R.M. & Fleischman, E.S. (2001) CASCADE explains and informs the utility of fading examples to problems, Proceedings of the 23rd Annual Conference of the Cognitive Science Society, pp. 459–464. Mahwah, NJ: Erlbaum.
- Kintsch, W. (1986) Learning from text, Cognition and Instruction 3: 87–108. · DOI
- Renkl, A. (1997) Learning from worked-out examples: A study on individual differences, Cognitive Science 21: 1–29.
- Renkl, A., Atkinson, R.K., Maier, U.H. & Staley, R. (2002) From example study to problem solving: Smooth transitions help learning, Journal of Experimental Education 70: 293–315. · DOI · Paper page
- Renkl, A., Gruber, H., Weber, S., Lerche, T. & Schweizer, K. (2003) Cognitive Load beim Lernen aus Lösungsbeispielen [Cognitive load during learning from worked-out examples], Zeitschrift für Pädagogische Psychologie 17: 93–101. · DOI
- Renkl, A., Stark, R., Gruber, H. & Mandl, H. (1998) Learning from worked-out examples: The effects of example variability and elicited self-explanations, Contemporary Educational Psychology 23: 90–108. · DOI · Paper page
- Sweller, J. & Cooper, G.A. (1985) The use of worked examples as a substitute for problem solving in learning algebra, Cognition and Instruction 2: 59–89. · DOI · Paper page
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- VanLehn, K., Jones, R.M. & Chi, M.T. (1992) A model of the self-explanation effect, The Journal of the Learning Sciences 2: 1–59. · DOI · Paper page
- Van Merriënboer, J.J.G. (1990) Strategies for programming instruction in high school: Program completion vs. program generation, Journal of Educational Computing Research 6: 265–287. · DOI
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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
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012) · Cognitive Science · doi:10.1111/j.1551-6709.2012.01245.x · Cited by 772
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors
Koedinger, K. R., & Aleven, V. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9049-0 · Cited by 632
Cognitive Load Theory: Historical Development and Relation to Other Theories
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Interactivity in Video-based Models
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Self-citationThe Effects of Worked-Out Example and Metacognitive Scaffolding on Problem-Solving Programming
Shin, Y., Jung, J., Zumbach, J., & Yi, E. (2023) · Journal of Educational Computing Research · doi:10.1177/07356331231174454 · Cited by 18
Computing Education Research Today
Fincher, S. A., Tenenberg, J., Dorn, B., Hundhausen, C., McCartney, R., & Murphy, L. (2019) · The Cambridge Handbook of Computing Education Research · doi:10.1017/9781108654555.003 · Cited by 7
Metadata
- Authors
- Renkl, A., Atkinson, R. K., & Große, C. S.
- Affiliations
- University of Freiburg (DE)
- Arizona State University (US)
- Corresponding author
- Renkl, Alexander
- Venue
- Instructional Science
- Published
- 2004-01
- Volume
- 32
- Issue
- 1-2
- Pages
- 59-82
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W2148119838
- Cited by
- 272
- References
- 8
- Citations by year
- 2026: 10 · 2025: 16 · 2024: 6 · 2023: 10 · 2022: 9 · 2021: 9 · 2020: 9 · 2019: 40 · 2018: 13 · 2017: 6 · 2016: 10 · 2015: 16 · 2014: 11 · 2013: 14 · 2012: 13
- FWCI
- 17.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Instructional Science (publishedVersion)
- 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
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- worked examples, cognitive load, self-explanation, computer-based learning environments, think-aloud, skill acquisition, problem solving, learning events
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