Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving |
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| Authors: | Ron J C M Salden Kenneth R Koedinger Alexander Renkl Vincent Aleven Bruce M McLaren |
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| Institution: | (1) Department of Computer Science, Worcester Polytechnic Institute, 100 Institute Road, Worcester, MA 01609, USA;(2) Human-Computer Interaction Institute, Carnegie Mellon University, 5000 Forbes Ave, Pittsburgh, PA 15213, USA;(3) Psychological Institute, University of Freiburg, Engelbergerstr. 41, D-79085 Freiburg, Germany |
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| Abstract: | Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach
than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software
designed to support problem solving while minimizing extraneous cognitive load by providing prompts for problem sub-goals,
step-based immediate feedback, and context-sensitive hints. Results across eight studies in three different domains indicate
that adding examples to Cognitive Tutors is beneficial, particularly for decreasing the instructional time needed and perhaps
also for achieving more robust learning outcomes. These studies bolster the practical importance of examples in learning,
but are also of theoretical interest. By using a stronger control condition than previous studies, these studies provide a
basis for refining Cognitive Load Theory explanations of the benefits of examples. Perhaps, in addition to other reasons,
examples may help simply because they more quickly provide novices with information needed to induce generalized knowledge. |
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