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Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.
Open accessAbstract
Four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variability conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked condition, in which worked examples had to be studied. Results showed that students who studied worked examples gained most from high-variability examples, invested less time and mental effort in practice, and attained better and less effort-demanding transfer performance than students who first attempted to solve conventional problems and then studied work examples. In complex cognitive domains such as mathematics, phys-ics, or computer programming, problem solutions can often be characterized by a hierarchical goal structure. The goal of these solutions can be attained only by successfully attaining all subgoals. Learning and performance of complex cogni-tive tasks are typically constrained by limited processing ca-
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Self-citationWhen two sensory modes are better than one.
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DIFFERENTIAL EFFECTS OF LEARNER EFFORT AND GOAL ORIENTATION ON TWO LEARNING OUTCOMES
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Baker, R. S., Walonoski, J. A., Heffernan, N. T., Roll, I., Corbett, A. T., & Koedinger, K. R. (2008) · Cited by 258
Gerjets, P., Scheiter, K., & Catrambone, R. (2004) · Instructional Science · doi:10.1023/b:truc.0000021809.10236.71 · Cited by 251
“We preferred the NASA-TLX to the usual cognitive load questionnaire introduced by Paas and van Merriënboer (1994) because it allows for a more detailed analysis.”
MethodOptimising worked example instruction: Different ways to increase germane cognitive load
Paas, F., & van Gog, T. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.02.004 · Cited by 252
Self-citationRittle‐Johnson, B., Star, J. R., & Durkin, K. L. (2009) · Journal of Educational Psychology · doi:10.1037/a0016026 · Cited by 271
Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018) · Educational Psychology Review · doi:10.1007/s10648-017-9426-2 · Cited by 239
Self-citationWhen Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning
Kalyuga, S., Chandler, P., & Sweller, J. (2004) · Human Factors The Journal of the Human Factors and Ergonomics Society · doi:10.1518/hfes.46.3.567.50405 · Cited by 261
“After the participants studied the instructions, subjective ratings of task difficulty (see Paas & Van Merrienboer, 1993, 1994) were collected from all participants electronically on the computer.”
BackgroundMental Illness in the Workplace: An Interdisciplinary Review and Organizational Research Agenda
Follmer, K. B., & Jones, K. S. (2017) · Journal of Management · doi:10.1177/0149206317741194 · Cited by 241
“Here, conservation of resources (Hobfoll, 1989) or cognitive load (Paas & van Merriënboer, 1994) theories could be useful in developing interventions that mitigate the effect of cognitive symptoms on job performance and engagement.”
BackgroundProductive failure in learning the concept of variance
Kapur, M. (2012) · Instructional Science · doi:10.1007/s11251-012-9209-6 · Cited by 253
Clarke, T., Ayres, P., & Sweller, J. (2005) · Educational Technology Research and Development · doi:10.1007/bf02504794 · Cited by 227
“To avoid such problem-solving approaches and enhance learning, instructional designers have successfully employed worked examples in a number of domains, including mathematics (see Cooper & Sweller, 1987; Paas & van Merrienboer, 1994; Sweller & Cooper, 1985).”
BackgroundMethodAttention guidance during example study via the model’s eye movements
van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009) · Computers in Human Behavior · doi:10.1016/j.chb.2009.02.007 · Cited by 224
“Examples of instructional measures that are known to induce a germane cognitive load in studying worked examples are for example increasing the variability (Paas & Van Merriënboer, 1994)”
BackgroundSelf-citationHow to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load
Wouters, P., Paas, F., & van Merriënboer, J. J. G. (2008) · Review of Educational Research · doi:10.3102/0034654308320320 · Cited by 224
Self-citationEffects of process-oriented worked examples on troubleshooting transfer performance
van Gog, T., PAAS, F. G. W. C., & van Merriënboer, J. J. G. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.02.003 · Cited by 235
Self-citationThe Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load
Ayres, P., Lee, J. Y., PAAS, F. G. W. C., & van Merriënboer, J. J. G. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.702538 · Cited by 232
Self-citation
Metadata
- Authors
- Paas, F. G. W. C., & Van Merriënboer, J. J. G.
- Affiliations
- Maastricht University (NL)
- Venue
- Journal of Educational Psychology
- Published
- 1994-03
- Volume
- 86
- Issue
- 1
- Pages
- 122-133
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2116669434
- Cited by
- 1,198
- References
- 52
- Citations by year
- 2026: 69 · 2025: 45 · 2024: 51 · 2023: 40 · 2022: 46 · 2021: 50 · 2020: 49 · 2019: 89 · 2018: 42 · 2017: 52 · 2016: 42 · 2015: 68 · 2014: 69 · 2013: 62 · 2012: 59
- FWCI
- 7.63
- Type
- journal article
- Language
- en
- Open access
- green
- research.utwente.nl
- Licence
- other-oa
- Locations
- Journal of Educational Psychology (publishedVersion)
- University of Twente Research Information (publishedVersion, other-oa)
- University of Twente Research Information (submittedVersion, other-oa)
- 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, transfer of learning, cognitive load, computer-based training, practice questions, cognitive effort, training performance
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