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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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Coordinating principles and examples through analogy and self-explanation
Nokes‐Malach, T. J., VanLehn, K. A., Belenky, D. M., Lichtenstein, M., & Cox, G. E. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-012-0164-z · Cited by 57
“Second, they are hypothesized to reduce irrelevant cognitive load by highlighting the important elements of the problem and solution for the learner to focus on, encode, and reason about (Paas and Van Merrienboer 1994; Ward and Sweller 1990).”
BackgroundResultHwang, G., Tu, N.-T., & Wang, X. (2018) · Educational Technology & Society · Cited by 51
Kim, S., & Dey, A. K. (2015) · Multimedia Tools and Applications · doi:10.1007/s11042-015-2712-4 · Cited by 53
“, task performance based or self-reporting based); however, most studies examined a single sensor data stream to validate its feasibility, such as heart rate variability in a geometry problem solving task [39]; electroencephalography in a training task or in a semantically-complex problem solving task [12, 36]; or pup…”
BackgroundExpertise reversal effect in using explanatory notes for readers of Shakespearean text
Oksa, A., Kalyuga, S., & Chandler, P. (2009) · Instructional Science · doi:10.1007/s11251-009-9109-6 · Cited by 52
The Role of Goal Orientation and Self-Efficacy in Learning from Web-Based Worked Examples
Crippen, K. J., Biesinger, K. D., Muis, K. R., & Orgill, M. (2009) · The Journal of Interactive Learning Research · Cited by 52
Kablan, Z., & Erden, M. (2008) · Computers & Education · doi:10.1016/j.compedu.2007.07.002 · Cited by 51
Sarfo, F. K., & Elen, J. (2007) · Learning Environments Research · doi:10.1007/s10984-007-9031-2 · Cited by 56
Cognitive Load in Collaboration: Convergence
Kolfschoten, G. L., & Brazier, F. M. T. (2012) · Group Decision and Negotiation · doi:10.1007/s10726-012-9322-6 · Cited by 53
Learning Geometry Problem Solving by Studying Worked Examples
Bokosmaty, S., Sweller, J., & Kalyuga, S. (2014) · American Educational Research Journal · doi:10.3102/0002831214549450 · Cited by 63
Yeo, D. J. S., & Fazio, L. K. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000268 · Cited by 64
“Past studies have shown similar benefits of variable worked examples (Catrambone & Holyoak, 1989; Gick & Holyoak, 1983; Paas & Van Merriënboer, 1994; Quilici & Mayer, 1996; Reed & Bolstad, 1991; van Gog et al., 2015), although some did not (e.g., Renkl, Stark, Gruber, & Mandl, 1998).”
BackgroundConfirmatory Factor Analysis of Cognitive Load Ratings Supports a Two-Factor Model
Jiang, D., & Kalyuga, S. (2020) · The Quantitative Methods for Psychology · doi:10.20982/tqmp.16.3.p216 · Cited by 54
“…used in research studies within a cognitive load perspective since 1990s, as they are easy to implement even in realistic classroom settings and do not interfere with main learning task activities (Paas, 1992; F. G. W. C. Paas, van Merrienboer, & Adam, 1994; Paas & van Merriënboer, 1994b, 1994a).”
Background
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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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