A comparison of cognitive load associated with discovery learning and worked examples.
Abstract
This article reports experimental work comparing exploration and worked-examples practice in learning to use a database program. Exploration practice is based on discovery learning principles, whereas worked-examples practice arose from the development of cognitive load theory. Exploration practice was expected to place a considerable load on working memory, whereas a heavy use of worked examples was hypothesized to lead to more effective processing by reducing extraneous mental load. Students with no previous domain familiarity with databases were found to substantially benefit from worked examples in comparison to exploration. However, if students had previous familiarity with the database domain, the type of practice made no significant difference to their learning because the exploration students were able to draw on existing, well-developed domain schemas to guide their exploration.
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More knowledgeable learners did not experience a negative effect and benefited equally from both exploration practice and worked-examples practice.
“The more knowledgeable learners did not experience a negative effect and benefited equally from both types of treatments.”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Tuovinen & Sweller, 1999
Exploration practice (a discovery technique) caused a much larger cognitive load and led to poorer learning than worked-examples practice.
“Tuovinen and Sweller (1999) showed that exploration practice (a discovery technique) caused a much larger cognitive load and led to poorer learning than worked-examples practice.”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Tuovinen & Sweller, 1999
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- Authors
- Tuovinen, J. E., & Sweller, J.
- Affiliations
- Monash University (AU)
- UNSW Sydney (AU)
- ORCID
- Sweller, John
- Venue
- Journal of Educational Psychology
- Published
- 1999-06
- Volume
- 91
- Issue
- 2
- Pages
- 334-341
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2069648306
- Cited by
- 381
- References
- 7
- Citations by year
- 2026: 5 · 2025: 6 · 2024: 29 · 2023: 7 · 2022: 14 · 2021: 9 · 2020: 18 · 2019: 13 · 2018: 21 · 2017: 15 · 2016: 12 · 2015: 21 · 2014: 16 · 2013: 14 · 2012: 24
- FWCI
- 7.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- 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
- cognitive load, discovery learning, worked examples, database learning, working memory, extraneous cognitive load, prior domain knowledge
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