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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Influential
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Mijić, I., Šarlija, M., & Petrinović, D. (2017) · IEEE International Conference on Cognitive Infocommunications · doi:10.1109/coginfocom.2017.8268268 · Cited by 5
“Several of those like [3] and [4] employ physiological measures to estimate cognitive load, like heart rate variability and pupillary responses, respectively.”
Background
Разработка и апробация лингвистической методики оценки когнитивной сложности научно-учебного текста
Samsonov, N. B., Чмыхова, Е., & Давыдов, Д. Г. (2015) · Психологические исследования · doi:10.54359/ps.v8i41.548 · Cited by 7
Effects of part-task and whole-task instructional approaches and levels of learner expertise on learner acquisition and transfer of a complex cognitive skill
Lim, J. H., & Reiser, R. A. (2006) · International Conference of Learning Sciences · Cited by 5
Automatic Cognitive Load Classification Using High-Frequency Interaction Events
Lin, T., Li, X., Wu, Z., & Tang, N. (2013) · International Journal of Technology and Human Interaction · doi:10.4018/jthi.2013070106 · Cited by 5
Apprendre à partir d’exemples : interactions entre présentation du matériel, activités des apprenants et processus cognitifs
Nogry, S., & Didierjean, A. (2006) · L’Année psychologique · doi:10.4074/s0003503306001072 · Cited by 5
Toward a Subjective Mental Workload Measure.
Yeung, A. S., Lee, C. F. K., Pena, I. M., & Ryde, J. (2000) · Cited by 5
Automated generators of examples and problems for studying computer algorithms
Lui, A. K.-F., Poon, M. H. M., & Wong, R. M. H. (2019) · Interactive Technology and Smart Education · doi:10.1108/itse-10-2018-0091 · Cited by 5
Understanding the Effects of Mobile Gamification on Learning Performance
Wu, Y., & Wang, W. (2014) · Tamkang University Institutional Repository (TKUIR) · Cited by 5
How to optimize cognitive load for learning from animated models
Wouters, P. (2007) · DSpace (Open University in the Netherlands) · Cited by 5
Segmentation of Animations
Spanjers (2012) · Research Publications (Maastricht University) · doi:10.26481/dis.20120705is · Cited by 5

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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