Cited by 1,198Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsIntelligent Tutoring Systems and Adaptive Learning

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Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.

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Paas, Fred G. W. C., Van Merriënboer, Jeroen J. G.·1994·Journal of Educational Psychology

DOI 10.1037/0022-0663.86.1.122

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Abstract

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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Ad hoc Knowledge Acquisition in interpreting and translation
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Prelim pages
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The Effort Models
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Concept index
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General introduction
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Techniques, strategies and tactics
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Integrating more theory into training
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Preface to the second revised edition
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Fidelity in Translation
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A Sequential Model of translation
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Understanding specialized discourse in interpreting and translation
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Name index
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List of figures and tables
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Authors: Paas, F. G. W. C., & Van Merriënboer, J. J. G.
Affiliations: Maastricht University (NL)
ORCID: Paas, Fred G. W. C.
Van Merriënboer, Jeroen J. G.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1994-03
Volume: 86
Issue: 1
Pages: 122-133
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.86.1.122
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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Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.

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