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Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective

Renkl, Alexander, Atkinson, Robert K.·2003·Educational Psychologist

DOI 10.1207/s15326985ep3801_3

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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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Rufer, R. J., & Adams, R. H. (2012) · IGI Global eBooks · doi:10.4018/978-1-4666-0011-9.ch605
References
(2019) · Elsevier eBooks · doi:10.1016/b978-0-12-817538-5.16001-8
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(2021) · Issues in Information Systems · doi:10.48009/2_iis_2021_41-51
“These sub-goals act as guides and provide structure to the problem, signposting the steps that the problem-solver should take and thereby reducing unnecessary cognitive load and leading to better solutions and higher motivation (Renkl & Atkinson, 2003; Richland et al., 2017).”
Index
Fincher, S. A., & Robins, A. V. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.033
Materyal Destekli İşbirlikli Matematik Atölye Çalışmalarının 60-72 Aylık Çocukların Problem Çözme Becerilerine Etkisi
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Astuti, W., Rahmat, A., & Sanjaya, Y. (2022) · AIP conference proceedings · doi:10.1063/5.0103620
Learning by modelling: A study of individual differences
ter Horst, K. (2014)

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
DOI: 10.1207/s15326985ep3801_3
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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Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective

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