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)
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 · see citing works
Schema induction and analogical transfer
Gick, M. L., & Holyoak, K. J. (1983) · Cognitive Psychology · doi:10.1016/0010-0285(83)90002-6 · Cited by 2,955 · cited 1× · see citing works
“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).”
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
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_4 · Cited by 1,927 · 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
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× · see citing works
“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× · see citing works
“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.”
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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 · see citing works
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012) · Cognitive Science · doi:10.1111/j.1551-6709.2012.01245.x · Cited by 772 · see citing works
Cognitive Load Theory: Historical Development and Relation to Other Theories
Moreno, R., & Park, B. (2010) · Cognitive Load Theory · doi:10.1017/cbo9780511844744.003 · Cited by 204 · see citing works
Interactivity in Video-based Models
Wouters, P., Tabbers, H. K., & Paas, F. (2007) · Educational Psychology Review · doi:10.1007/s10648-007-9045-4 · Cited by 145 · see citing works
Reisslein, J., Atkinson, R. K., Seeling, P., & Reisslein, M. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.02.008 · Cited by 138 · see citing works
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 · see citing works
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 · see citing works
- 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
- 7
- 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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