Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
ARTICLE
Ron J. C. M. Salden, Kenneth R. Koedinger, Alexander Renkl, Vincent Aleven, Bruce M. McLaren
Educational Psychology Review Volume 22, Number 4, ISSN 1040-726X
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. (Contains 1 table and 3 figures.)
Citation
Salden, R.J.C.M., Koedinger, K.R., Renkl, A., Aleven, V. & McLaren, B.M. (2010). Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving. Educational Psychology Review, 22(4), 379-392. Retrieved August 15, 2024 from https://www.learntechlib.org/p/72991/.
![](https://editlib-media.s3.amazonaws.com/sources/eric.png)
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.