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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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Self-citationWhen problem solving is superior to studying worked examples.
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Bouyias, Y. N., Demetriadis, S., & Καρακώστας, Α. (2010) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt.2010.93 · Cited by 2
“Interestingly, the effect of fading has rarely been investigated in the scripted argumentation domain [21] and there is little evidence for the use of argumentation in the computer science domain [22], although in different contexts has been proved to be effective [23].”
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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