The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective
Abstract
Cognitive load research has shown that learning from worked-out examples, in comparison to problem solving, is very effective during the initial stages of cognitive skill acquisition. In later stages, however, solving problems is superior. In this contribution, theoretical analyses of different types of cognitive load and their changes over the stages of skill acquisition are presented. Two basic arguments are put forth: (a) Intrinsic cognitive load gradually decreases so that a gradual increase of problem-solving demands is possible without inducing cognitive overload. (b) In contrast to the earlier stages, different learner activities during the later stages constitute either germane or extraneous load, because different instructional goals are to be achieved. Based on these analyses, we propose a fading procedure in which problem-solving elements are successively integrated into example study until the learners are expected to solve problems on their own. Empirical evidence supporting this fading procedure is provided, and future research is proposed that focuses on how to ensure that the fading procedure is adaptive to the learners' prior knowledge levels.
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“Cognitive load effects that are relevant in the beginning of a longer educational program (e.g. guided problem-solving, worked examples) are no longer relevant in later stages of the program, after the learners acquired sufficient expertise.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Renkl and Atkinson (2003)
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Self-citationWhen problem solving is superior to studying worked examples.
Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.3.579 · Cited by 548 · cited 1×
“In a recent study, Kalyuga, Chandler, Tuovinen, and Sweller (2001) analyzed mechanical trade apprentices’ learning about relay circuits and their programming in different stages of skill ac quisition.”
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“…high levels of instructional guidance to low or no guidance within a level of complexity, in line with the completion strategy (Paas 1992; Van Merrie¨nboer et al. 2002) or fading guidance strategy (Renkl and Atkinson 2003), which have proven to be effective for acquiring problem-solving skills.”
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“Such a backward fading process (starting with last step of a worked example’s solution) along with prompts for self-explanations have been shown to foster both near and far transfer performance (Renkl and Atkinson, 2003).”
BackgroundEffects of self-assessment feedback on self-assessment and task-selection accuracy
Raaijmakers, S. F., Baars, M., PAAS, F. G. W. C., van Merriënboer, J. J. G., & van Gog, T. (2019) · Metacognition and Learning · doi:10.1007/s11409-019-09189-5 · Cited by 66
“…1 for the student to complete, tasks with low support had 2 steps already worked-out, leaving 3 for the student to complete, and tasks with no support required students to solve the entire problem on their own (cf. completion problems: Paas 1992; and fading strategy: Renkl and Atkinson 2003).”
BackgroundSmit, R., & Birri, T. (2014) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2014.02.002 · Cited by 49
Feldon, D. F., Timmerman, B. C., Stowe, K. A., & Showman, R. M. (2010) · Journal of Research in Science Teaching · doi:10.1002/tea.20382 · Cited by 55
“…type of instruction tends to emphasize procedural knowledge that is explicitly conveyed through the explanation of worked examples followed by opportunities to practice applying the skills to a variety of problems that gradually increase in complexity and/or authenticity (Renkl & Atkinson, 2003).”
Integrating computer- and teacher-based scaffolds in science inquiry
Wu, H., & Pedersen, S. (2011) · Comput. Educ. · doi:10.1016/j.compedu.2011.05.011 · Cited by 53
“Renkl and Atkinson (2003) found that students who used faded scaffolds performed better in problem solving than students who used continuous scaffolds.”
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Explorations in Learning and the Brain
de Jong, T., van Gog, T., Jenks, K., Manlove, S., van Hell, J. G., Jolles, J., van Merriënboer, J. J. G., van Leeuwen, T. H., & Boschloo, A. (2009) · Springer eBooks · doi:10.1007/978-0-387-89512-3 · Cited by 55
Graf, B., & Antoni, C. H. (2020) · European Journal of Work and Organizational Psychology · doi:10.1080/1359432x.2020.1813111 · Cited by 66
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
“This is consistent with prior research showing that including worked examples early in instruction is effective in facilitating later problem solving (Atkinson et al. 2003; Paas and Van Merrienboer 1994; Renkl and Atkinson 2003).”
ResultGuo, J. (2019) · Journal of Computing in Higher Education · doi:10.1007/s12528-019-09224-z · Cited by 64
Individual Differences and Cognitive Load Theory
Plass, J. L., Kalyuga, S., & Leutner, D. (2010) · Cambridge University Press eBooks · doi:10.1017/cbo9780511844744.006 · Cited by 57
“design principles of fading ( Renkl & Atkinson, 2003 ) and scaffolding (van Merrienboer,”
Expertise 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
“Renkl and Atkinson (2003) as well as Renkl et al. (2004) demonstrated the effectiveness of gradual fading of instructional guidance in worked examples in technical areas.”
BackgroundPrevention–Permission–Promotion: A Review of Approaches to Errors in Learning
Wong, S. S. H., & Lim, S. W. H. (2018) · Educational Psychologist · doi:10.1080/00461520.2018.1501693 · Cited by 53
“…examples to themselves (e.g., Atkinson & Renkl, 2007), or worked-out solution steps can be gradually faded out by systematically omitting steps and introducing gaps that learners are meant to fill in (e.g., Renkl, Atkinson, Maier, & Staley, 2002; for a discussion, see Renkl & Atkinson, 2003).”
BackgroundHadie, S. N. H., Tan, V. P. S., Omar, N., Alwi, N. A. N. M., Lim, H. L., & Ishak, K. M. K. (2021) · Frontiers in Medicine · doi:10.3389/fmed.2021.739238 · Cited by 55
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Barbu, O. C., & Beal, C. (2010) · International Journal of Education · doi:10.5296/ije.v2i2.508 · Cited by 45
“…the probability of errors will increase (Ashcraft, Donely, Halas & Vakali, 1992; Kalyuga, Ayres, Chandler & Sweller, 2003; Paas, Renkl & Sweller, 2003; Renkl & Atkinson, 2003; Royer, Tronsky, Chan, Jackson & Merchant, 1999; Swanson, Cooney & Brock, 1993; Sweller, 1994; Sweller & Chandler, 1994).”
Comparing Four Instructional Techniques for Promoting Robust Knowledge
Richey, J. E., & Nokes‐Malach, T. J. (2014) · Educational Psychology Review · doi:10.1007/s10648-014-9268-0 · Cited by 57
“Worked examples are often most effective when combined with other instructional techniques such as practice (Kalyuga et al. 2001; Renkl and Atkinson 2003) and self-explanation (Atkinson et al. 2003; Renkl 2002).”
BackgroundUsing Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise.
Blayney, P., Kalyuga, S., & Sweller, J. (2015) · Educational Technology & Society · Cited by 48
Wecker, C., & Fischer, F. (2011) · Learning and Instruction · doi:10.1016/j.learninstruc.2011.05.001 · Cited by 47
Instructional strategies framework for military training systems
Vogel-Walcutt, J. J., Fiorella, L., & Malone, N. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2013.01.038 · Cited by 51
“As trainees build expertise within a domain, instruction should then be adapted accordin gly to avoid redundant or unnecessar y guidance (e.g., Renkl & Atkinson, 2003 ).”
BackgroundEffects of worked examples in a primary school mathematics curriculum
van Loon-Hillen, N., van Gog, T., & Brand‐Gruwel, S. (2010) · Interactive Learning Environments · doi:10.1080/10494821003755510 · Cited by 45
“Research suggests that a completion or fading strategy (Renkl & Atkinson, 2003) might be a good way of doing this.”
BackgroundThe Example-Problem-Based Learning Model: Applying Cognitive Load Theory
Jalani, N. H., & Sern, L. C. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.06.366 · Cited by 45
Bridging the Digital Divide in Ethnic Minority Older Adults: an Organisational Qualitative Study
Choudrie, J., Zamani, E. D., & Chike-Obuekwe, C. (2021) · Information Systems Frontiers · doi:10.1007/s10796-021-10126-8 · Cited by 58
“As learners begin building their expertise, the instructions need to be adapted to avoid unnecessary guidance and redundant information (Renkl & Atkinson, 2003).”
BackgroundAntonio, M. G., Williamson, A. K., Kameswaran, V., Bhogal, A. N.-B., Ankrah, E. A., Goulet, S., Wang, Y., Macias, G., James-Gist, J., Brown, L. K., et al. (2022) · Journal of Medical Internet Research · doi:10.2196/42586 · Cited by 44
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Bartels, N. (2005) · Educational linguistics · doi:10.1007/1-4020-2954-3_23 · Cited by 44
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“…Low, 2011); the progressive fading can attract students' attention to important steps (Hilbert, Renkl, Kessler, & Reiss, 2008); and the use of faded worked examples make it possible to effectively combine practice problems and example-based learning (Atkinson et al., 2003; Renkl & Atkinson, 2003).”
Novice Programmers and the Problem Description Effect
Bouvier, D. J., Lovellette, E., Matta, J., Alshaigy, B., Becker, B. A., Craig, M., Jacková, J., McCartney, R., Sanders, K., & Zarb, M. (2016) · doi:10.1145/3024906.3024912 · Cited by 51
“Cognitive load can be defined as “the load imposed on an individual’s working memory by a particular (learning) task” [40].”
BackgroundImproving police training from a cognitive load perspective
Mugford, R., Corey, S., & Bennell, C. (2013) · Policing An International Journal · doi:10.1108/13639511311329723 · Cited by 52
Completion strategy or emphasis manipulation? Task support for teaching information problem solving
Frèrejean, J., van Strien, J. L. H., Kirschner, P. A., & Brand‐Gruwel, S. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.03.048 · Cited by 47
Cognitive Load Theory as a Tool for Expertise Development
Rikers, R. M. J. P., Gerven, P. W. M. V., & Schmidt, H. G. (2004) · Instructional Science · doi:10.1023/b:truc.0000021807.49315.31 · Cited by 43
Greer, D. L., Crutchfield, S. A., & Woods, K. L. (2013) · Journal of Education · doi:10.1177/002205741319300205 · Cited by 44
Chu, H., Chen, T., Lin, C., Liao, M.-J., & Chen, Y. (2008) · Expert Systems with Applications · doi:10.1016/j.eswa.2008.06.140 · Cited by 42
“This study referred to the ‘‘course of cognitive skill acquisition” (Renkl & Atkinson, 2003; Patel, Kinshuk, & Russell, 2000; VanLehn, 1996) as the basis of the proposed e-learning process which includes stages of concept knowledge development, problem-solving knowledge development, and overall…”
BackgroundMethodReiss, K. M., Heinze, A., Renkl, A., & Groß, C. (2008) · ZDM · doi:10.1007/s11858-008-0105-0 · Cited by 42
“Research suggests that example-based learning can be primarily recommended in the beginning of a skill acquisition process ( Renkl & Atkinson, 2003; Kalyuga, Ayres, Chandler, & Sweller, 2003) when the students still lack a basic understanding and are not able to work on problems on their own.”
BackgroundInfluentialSelf-citationAltering Element Interactivity and Intrinsic Cognitive load
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Springer eBooks · doi:10.1007/978-1-4419-8126-4_16 · Cited by 54
Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?
Könings, K. D., van Zundert, M. J., & van Merriënboer, J. J. G. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.11.007 · Cited by 46
Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review
Sibo, I. P. H., Celis, D. A. G., & Liou, S. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09866-1 · Cited by 45
“Some of these techniques involve encouraging self-explanations (Chi et al., 1989; Große & Renkl, 2007; Renkl & Atkinson, 2016) and identifying and rectifying errors (Große & Renkl, 2007).”
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Cognitive Sciences for Computing Education
Robins, A. V., Margulieux, L. E., & Morrison, B. B. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.010 · Cited by 44
“● guidance fading effect - states that novices should be provided with many worked examples, followed by completion problems and then full problems (Renkl & Atkinson, 2003; Renkl et al., 2004).”
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Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?
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“…examples (solution is presented to the learner) to problems (learner must find the solution) (Atkinson, Renkl, & Merrill, 2003; Renkl, Atkinson, & Große, 2004; Renkl, Atkinson, Maier, & Staley, 2002; for a detailed theoretical rationale see Renkl & Atkinson, 2003; Renkl & Atkinson, 2007).”
Self-citationNugteren, M. L., Jarodzka, H., Kester, L., & van Merriënboer, J. J. G. (2018) · Instructional Science · doi:10.1007/s11251-018-9448-2 · Cited by 43
“This fading of task support through problem types at one level of task difficulty is also known as ‘scaffolding’ (Renkl and Atkinson 2003).”
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Self-citationWouters, P., Paas, F., & van Merriënboer, J. J. G. (2010) · Instructional Science · doi:10.1007/s11251-008-9079-0 · Cited by 37
“Finally, once a learner understands the rationale behind the worked out solutions, the presentation of this information in yet more worked out solutions will become redundant and the cognitive load will turn from germane to extraneous (Renkl & Atkinson, 2003).”
BackgroundInteractive distance education: a cognitive load perspective
Kalyuga, S. (2012) · Journal of Computing in Higher Education · doi:10.1007/s12528-012-9060-4 · Cited by 41
“Faded worked examples (Renkl 1997; Renkl and Atkinson 2003) gradually reduce the number of worked-out steps with increased levels of learner expertise replacing them with problem solving steps.”
BackgroundAyres, P. (2012) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.08.002 · Cited by 40
Computing EducationLiterature Review and Voices from the Field
Blikstein, P., & Moghadam, S. H. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.004 · Cited by 43
An Example Order for Cognitive Skill Acquisition
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“ing fully worked-out examples and problem solving [30,52,53].”
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Renkl, A., Gruber, H. G., Weber, S., Lerche, T., & SCHWEIZER, K. W. (2003) · Zeitschrift für Pädagogische Psychologie · doi:10.1024//1010-0652.17.2.93 · Cited by 35
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“As such self-explanations appear to serve students in generating new knowledge and filling gaps in their own knowledge and/or integrating their own prior knowledge by revising and tuning their mental models (Renkl & Atkinson, 2003; Roy & Chi, 2005).”
BackgroundFading scripts in computer-supported collaborative learning
Wecker, C., & Fischer, F. (2007) · Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference · doi:10.3115/1599600.1599739 · Cited by 34
“In the area of the acquisition of cognitive skills, fading is applied successfully to learning from worked examples (Renkl & Atkinson, 2003).”
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“…to facilitate a coherent construction of knowledge structures and an optimal transition from low to high expertise learners, Renkl and colleagues (Renkl & Atkinson 2003; Renkl, Atkinson, & Große, 2004; Renkl et al., 2002) proposed a “fading procedure” (successively fading of worked solution…”
BackgroundPerception Engineering Learning With Virtual Reality
Bohné, T., Heine, I., Gürerk, Ö., Rieger, C., Kemmer, L., & Cao, L. Y. (2021) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2021.3107407 · Cited by 37
The virtual body in a design exercise: a conceptual framework for embodied cognition
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“The last, germane cognitive load, refers to the mental activities related to learning 1 3 and building schemas (Renkl & Atkinson, 2003; Sweller et al., 1998).”
BackgroundLearning Sciences for Computing Education
Margulieux, L. E., Dorn, B., & Searle, K. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.009 · Cited by 33
A Training Approach for the Transition of Repeatable Collaboration Processes to Practitioners
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The effect of worked examples on learning solution steps and knowledge transfer
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“The results of this study may provide further theoretical explanation to the faded worked example strategy (Renkl & Atkinson, 2003).”
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“Renkl and Atkinson (2003) note that self-explaining creases measurable cognitive load and also increases learning, so it must be a source of germane cognitive load.”
BackgroundSelf-Explanation Prompts on Problem-Solving Performance in an Interactive Learning Environment.
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Cognitive Load Measurement, Worked-Out Modeling, and Simulation
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“Literature on cognitive load has indicated that learning by doing is neither effective nor efficient for novice learners who lack domain-specific knowledge (Kalyuga 2007; Kalyuga et al. 2001; Renkl and Atkinson 2003; Salden et al. 2010).”
BackgroundIntroducing Case Management to Students in a Virtual World: An Exploratory Study
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“…platforms for complex constructs, it is essential to consider the diversity in the educational and life experiences of the learner and adapt technologies to minimize extraneous or ineffective cognitive load (Jong, 2010; Mayer & Moreno, 2003; Paas, Renkl, & Sweller, 2003; Renkl & Atkinson, 2003).”
BackgroundWhen Are Tutorial Dialogues More Effective Than Reading?
Matthews, D. E., VanLehn, K. A., Graesser, A. C., Jackson, G. T., Jordan, P., Olney, A. M., & RosAc, A. C. P. (2007) · Cognitive Science · doi:10.1207/s15516709cog3101_2 · Cited by 30
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“In addition, Renkl and Atkinson (2003) studied the use of self-explanation prompts in combination with the 'completion strategy' in the domain of statistics (probability).”
BackgroundMethodHundhausen, C. D., Agarwal, P., Zollars, R. L., & Carter, A. (2011) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2011.tb00027.x · Cited by 28
“For example, Renkl and Atkinson (2003) introduce the strategy of fading worked examples, in which learners begin by studying fully worked-out problem examples, and subsequently solve”
BackgroundTeacher Learning and Professional Development
Fincher, S. A., Kolikant, Y. B., & Falkner, K. E. K. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.026 · Cited by 29
Student difficulties during structure–function problem solving
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“A strong body of evidence from domains like physics, mathematics, and statistics shows that worked examples promote better acquisition of problem-solving skill than problem solving alone [18,46,49].”
BackgroundMotivation, Attitudes, and Dispositions
Lishinski, A., & Yadav, A. K. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.029 · Cited by 34
A novel method to monitoring changes in cognitive load in video‐based learning
Huh, D., Kim, J., & Jo, I. (2019) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12378 · Cited by 31
Falkner, K. E. K., & Sheard, J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.016 · Cited by 36
Lambert, J. L., Kalyuga, S., & Capan, L. A. (2009) · E-Learning and Digital Media · doi:10.2304/elea.2009.6.2.150 · Cited by 28
“Intrinsic cognitive load (task-related load) refers to the complexity of the material to be processed in WM simultaneously by the learner (Renkl & Atkinson, 2003).”
BackgroundBlayney, P., Kalyuga, S., & Sweller, J. (2015) · Educational Psychology · doi:10.1080/01443410.2015.1051949 · Cited by 31
“Such a process might follow the method used by Renkl and Atkinson (2003) with the gradual transition from a fully worked example to a typical problem with no help provided.”
MethodMüldner, K., & Conati, C. (2010) · International Journal of Artificial Intelligence in Education · doi:10.3233/jai-2010-0004 · Cited by 26
An Evaluation of a Hybrid Language Understanding Approach for Robust Selection of Tutoring Goals
Rosé, C. P., & VanLehn, K. A. (2005) · International Journal of Artificial Intelligence in Education · doi:10.3233/irg-2005-15(4)04 · Cited by 25
“When students possess sufficient background knowledge and are sufficiently motivated, presenting them with correctly worked example problems in math and science and directing them to “self-explain” has been extensively investigated and proven highly effective, even more effective than problem solving at early stages o…”
BackgroundPrinciples for Designing Effective and Efficient Training of Complex Cognitive Skills
PAAS, F. G. W. C., & van Gog, T. (2009) · Reviews of Human Factors and Ergonomics · doi:10.1518/155723409x448053 · Cited by 31
Radulović, B. N., Stojanović, M., & Županec, V. D. (2016) · Zbornik Instituta za pedagoska istrazivanja · doi:10.2298/zipi1602264r · Cited by 27
“These findings, which are in line with the previous research (Kalyuga, 2008; Lee, Plass & Homer, 2006; Radulović & Stojanović, 2015; Renkl & Atkinson, 2003; Renkl, Gruber, Weber, Lerche & Schweizer, 2003) indicate that teaching instructions based on the use of laboratory inquire-based experiments…”
ResultRenkl, A., & Eitel, A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108235631.022 · Cited by 26
Self-citationAdaptive teaching with technology enhances lasting learning
Sibley, L., Fabian, A., Plicht, C., Pagano, L., Ehrhardt, N., Wellert, L., Bohl, T., & Lachner, A. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102141 · Cited by 24
“These macro adaptations align well with principles like the expertise-reversal effect (Kalyuga, 2007, Renkl & Atkinson, 2003) and aptitude-treatment interactions, which suggest that the effectiveness of a particular instructional task (e.g., using worked examples versus problem-solving) depends on…”
The extended hollowed mind: why foundational knowledge is indispensable in the age of AI
Klein, C. R., & Klein, R. (2025) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2025.1719019 · Cited by 33
“This includes operationalizing Guidance Fading (Renkl and Atkinson, 2003), where AI support diminishes as user competence grows; Productive Failure (Kapur, 2016), where AI encourages exploration before providing solutions; and the ICAP framework (Chi and Wylie, 2014), designing interactions that push users from passiv…”
Qualitative Methods for Computing Education
Tenenberg, J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.008 · Cited by 24
Predicting Early and Often: Predictive Student Modeling for Block-Based Programming Environments.
Emerson, A., Smith, A., Smith, C. R., Rodríguez, F. J., Min, W., Wiebe, E., Mott, B., Boyer, K. E., & Lester, J. C. (2019) · BearWorks (Missouri State University) · Cited by 24
Preparing learners to self-explain video examples: Text or video introduction?
Hefter, M. H., & Berthold, K. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106404 · Cited by 27
Teaching and Learning Using Evidence-Based Principles
Goodman, J. S., & O’Brien, J. (2012) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199763986.013.0018 · Cited by 24
Jalani, N. H., & Sern, L. C. (2015) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2015.08.128 · Cited by 27
Finding the Best Types of Guidance for Constructing Self-Explanations of Subgoals in Programming
Margulieux, L. E., & Catrambone, R. (2018) · Journal of the Learning Sciences · doi:10.1080/10508406.2018.1491852 · Cited by 24
“These processes help learners build a better mental representation of the procedure that allows them to more easily apply their knowledge to novel problems (Renkl & Atkinson, 2003).”
BackgroundThe Expertise Reversal Principle in Multimedia Learning
Kalyuga, S. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108894333.017 · Cited by 28
Haden, P. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.006 · Cited by 28
Effects of game-based learning supports on students’ math performance and perceived game flow
Pan, Y., & Ke, F. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-022-10183-z · Cited by 40
“Examples can be either complete or incomplete (Renkl & Atkinson, 2003).”
Background
Metadata
- Authors
- Renkl, A., & Atkinson, R. K.
- Affiliations
- University of Freiburg (DE)
- Arizona State University (US)
- ORCID
- Renkl, Alexander
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2003-01-01
- Volume
- 38
- Issue
- 1
- Pages
- 15-22
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2017974841
- Cited by
- 540
- References
- 23
- Citations by year
- 2026: 21 · 2025: 24 · 2024: 15 · 2023: 17 · 2022: 20 · 2021: 33 · 2020: 22 · 2019: 65 · 2018: 18 · 2017: 20 · 2016: 20 · 2015: 31 · 2014: 20 · 2013: 22 · 2012: 21
- FWCI
- 23.42
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- FreiDok plus (Universitätsbibliothek Freiburg) (submittedVersion)
- 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, worked examples, problem solving, cognitive skill acquisition, intrinsic cognitive load, germane load, extraneous load, fading procedure, prior knowledge, cognitive overload
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