Structuring Effective Worked Examples

TLDR

Worked examples can enhance learning and problem solving under some conditions, but may be no more effective or even less effective under others, especially when they require students to integrate multiple sources of information. The study hypothesizes, based on cognitive load theory, that worked examples enhance learning when they appropriately direct attention and reduce cognitive load. Five classroom experiments in geometric optics and kinematics showed that worked examples designed to reduce the need for mental integration of multiple sources led to superior test performance compared to conventional problems or examples that split attention between text, equations, or diagrams. These results support the hypothesis that traditional worked example formats may be ineffective in some areas and require restructuring.

Abstract

Abstract Under some conditions, substituting worked examples for problems or exercises enhances learning and subsequent problem solving. Under other conditions, worked examples are no more effective, and possibly less effective, than solving problems. Using cognitive load theory, we hypothesize that the critical factors for enhanced learning are whether the worked examples can direct attention appropriately and reduce cognitive load. It is suggested that worked examples requiring students to mentally integrate multiple sources of information are not effective because they fail with respect to both of these factors. The results of five experiments using geometric optics and kinematics under classroom conditions provided evidence for these hypotheses. Worked examples, formatted to reduce the need for students to mentally integrate multiple sources of information, resulted in test performance superior to either conventional problems or to worked examples requiring students to split their attention between, for example, text and equations or text and diagrams. We conclude that because traditional worked example formats frequently are random with respect to cognitive factors, they may be ineffective in some areas and require restructuring.