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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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Sketching and verbal self‐explanation: Do they help middle school children solve science problems?
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“Furthermore, it has been shown that complete, thorough, and fully commented programming examples provide greater motivation for novices than simply working out problems from scratch (Renkl and Atkinson 2003; Renkl, Atkinson, and Grosse 2004).”
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Computer Science Is Different!
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“This effect suggests that learners should first be presented worked examples, followed by completion problems and then full problems assignments (Renkl & Atkinson, 2003) which was used in this study.”
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“A worked-example approach (Atkinson, Derry, Renkl, & Wortham, 2000), coupled with fading (Renkl & Atkinson, 2003), was used for these practice problems.”
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“The last, germane CL, is the mental activities that directly relate to learning and building schemas (Renkl & Atkinson, 2003; Sweller et al., 1998).”
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“[ 14 ]). Design alignment is schematically presented in Fig. 1, through the definition ofactivity-assignment modules.”
BackgroundAdaptive Feedback In Simulation-based Training
Billings, D. R. (2010) · Journal of International Crisis and Risk Communication Research · Cited by 9
Expressing and Addressing Uncertainty: A Study of Collaborative Problem-Solving Dialogues
Rodríguez, F. J., Price, K. M., & Boyer, K. E. (2017) · doi:10.22318/cscl2017.30 · Cited by 9
“Research on cognitive load theory suggests that having too many simultaneous workflows puts a strain on working memory, limiting the amount of information that can be processed (Renkl & Atkinson, 2010).”
BackgroundLancaster, T., Robins, A. V., & Fincher, S. A. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.015 · Cited by 11
Email Overload: Investigating Technology-fit Antecedents and Job-related Outcome
Tarafdar, M., Wenninger, H., & Stich, J. (2023) · ACM SIGMIS Database the DATABASE for Advances in Information Systems · doi:10.1145/3595863.3595869 · Cited by 11
“Since individuals have a finite capacity to process and assimilate information, email overload can lead to lowered productivity with the email application (Brown et al., 2014; O’Reilly, 1980; Renkl & Atkinson, 2003).”
BackgroundEffects of Verbalization as a Learning Strategy :
Ito, T. (2009) · The Japanese Journal of Educational Psychology · doi:10.5926/jjep.57.237 · Cited by 8
“…いる。たとえば，数学（Aleven&Koedinger,2002;Neuman & Schwarz,2000;Renkl,Stark,Gruber,&Mandl,1998）や物 理（Chi et al., 1989），プログラミング学習（Bielaczyc et al.,1995）などである。さらに，自己説明を利用できる 学習者の年齢も様々であり，当初中学生（Chi et al.,1994; Neuman& Schwarz,2000）や高校生（Aleven& Koedinger, 2002），そして大学生（Bielaczyc et al.,1995 ;Renkl et…”
Jung, J., Kim, D., & Na, C. (2016) · Educational Technology & Society · Cited by 8
Haden, P. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.007 · Cited by 10
The (in)effectiveness of visual representations as an aid to solving probability word problems
Beitzel, B. D., Staley, R. K., & DuBois, N. F. (2011) · Effective Education · doi:10.1080/19415532.2011.604256 · Cited by 12
“This fading of instructional support thus requires gradually increased independence on the part of students as they solve these problems (Renkl & Atkinson, 2003 ).”
BackgroundLee, Y.-J. (2010) · Journal of Educational Computing Research · doi:10.2190/ec.42.4.b · Cited by 8
“Although several studies have demonstrated the instructional benefits of the completion strategy (Renkl, 1997; Renkl & Atkinson, 2003; Renkl, Atkinson, Maier, & Staley, 2002), much research is still required to identify how much instructional support should be removed from worked examples and…”
BackgroundTesting the additivity hypothesis of cognitive load theory
Park, B. (2010) · Publications of the UdS (Saarland University) · doi:10.22028/d291-23309 · Cited by 9
Aufgabendesign und basismodellorientierter Physikunterricht
Draxler, D. (2006) · DuEPublico (University of Duisburg-Essen) · Cited by 8
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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