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This study examined the effect of the pace of transitioning from worked examples to independent problem solving for students with three different levels of prior knowledge. Three paces of transitioning were examined: immediate transitioning, fast fading, and slow fading. The study was conducted with engineering college freshmen in the engineering knowledge domain of introductory electrical circuit analysis and found a significant interaction between the particpants' prior knowledge and the pace of transitioning to independent problem solving on retention posttest performance. The high prior knowledge participants achieved significantly higher retention scores under the fast and immediate transitioning than under the slow transitioning, whereas the low prior knowledge participants achieved significantly higher retention scores under the slow transitioning. The interaction result for retention indicates that by selectively employing slow fading for low prior knowledge learners and fast fading or immediate transitioning for high prior knowledge learners, significant improvements in learning may be achieved.

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This study compared conventional static fading, where the problem solving responsibility of the learner increases at a fixed sequence, with a novel adaptive fading design in which the learner assumes more problem solving responsibility only if her or his previous solution attempt is successful. This study was conducted in the engineering knowledge domain of introductory electrical circuit analysis with high school students. A 2 (static or adaptive fading) ϫ 2 (lower or higher academic ability) Analysis of Variance (ANOVA) yielded a significant main effect on retention and transfer performance: with adaptive fading the participants scored significantly higher on retention and transfer than with static fading, while not requiring more learning time or learning material.

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Abstract-Multimedia networking has been emerging in recent years as a strong driving force behind the expansion of the Internet. However, this topic is not commonly covered in the already content-intensive introductory networking courses. To facilitate student self-study of this novel topic the authors have developed a computer-based instructional module on the fundamentals of multimedia networking. In this paper, they describe the design and development of the module, which is aligned with Gagne's theory of instruction. They have developed two versions of the module-one with equation-based representation of the learning content and one with graph-based representation of the learning content. They have evaluated the two versions of the module with a total of 75 undergraduate, senior-level electrical engineering students, of which half were randomly assigned to the equational representation, and the other half to the graphical representation. They found that the graphical representation results in statistically significantly higher student performance on practice and post-test problems, shorter learning time, and more positive attitudes toward the computerbased instructional module.