The effect of worked examples on learning solution steps and knowledge transfer

This study investigates the effectiveness of an instructional approach called “Worked-out Examples Involving 4 Stages” (WEI4S) for enhancing middle school students’ algebraic problem-solving skills and reducing CL. Based on cognitive load theory (CLT), WEI4S combines four stages (analyse, explain, investigate, and apply) to facilitate deep comprehension. This study involved 36 novice seventh-grade students identified as having challenges solving algebraic word problems. Participants were randomly assigned to different groups, including the experimental group that received the WEI4S intervention and a control group that participated in problem-solving activities. Pre- and post-tests, as well as a transfer test, were administered to measure algebra performance and CL, and students’ opinions about the intervention were collected. The findings revealed that students exposed to WEI4S showed significant improvements in algebra performance, decreased intrinsic CL, and no negative changes in terms of extrinsic and germane load compared to the control group. Overall, the WEI4S approach offers a promising avenue for effective mathematics instruction by providing a structured framework that encourages active engagement and problem-solving skills.

Section: Worked-out Examples and CLsupporting

confidence: 68%

Evaluating the Impact of the WEI4S Instructional Approach on Middle School Students’ Algebraic Problem-Solving Skills

Özcan

2024

Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples

Sozio,

Agostinho,

Tindall-Ford

et al. 2024

Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked examples (ProcessWEs) which provide strategic information and principled knowledge. However, less research has been conducted on worked examples’ effectiveness in ill-structured learning domains. In a study with 85 university students enrolled in teaching programs, we investigated whether ProcessWEs or ProductWEs better support identifying and applying knowledge regarding the quality teaching component of substantive communication. Participants completed tasks under three instructional conditions: ProcessWE, ProductWE, and conventional problem-solving. Results showed that ProcessWEs outperformed ProductWEs, ProductWEs outperformed conventional problem-solving, and conventional problem-solving had higher perceived task difficulty than the other two conditions. This study theoretically contributes to CLT research as it found that the use of ProcessWEs and ProductWEs is effective in an ill-structured learning domain and makes a practical contribution by showing what a ProductWE or ProcessWE in an ill-structured learning domain ‘looks like’.

The Interplay of Self-Regulated Learning, Cognitive Load, and Performance in Learner-Controlled Environments

Gorbunova,

Lange,

Savelyev

et al. 2024

Learner control allows for greater autonomy and is supposed to benefit learning motivation, but it might be more advantageous for students with specific learner characteristics. The current study looks into the relationships between self-regulated learning, cognitive load, and performance within learner-controlled environments. The research was conducted in an asynchronous online setting, allowing for learner control. Cognitive load and self-regulated learning were measured using self-report questionnaires. Performance was assessed through case solutions. The participants were 97 graduate law students studying the civil code. Analysis based on structural equation modeling showed that both prior knowledge and self-regulated learning skills significantly contribute to the increase in germane cognitive load and are positively correlated with performance. The implications of these findings underscore the critical role of prior knowledge and self-regulated learning skills in shaping the cognitive processes involved in learning, ultimately impacting academic achievement. These results emphasize the need for careful consideration of learner-control options in asynchronous online environments.