Example-based learning: Effects of different types of examples on student performance, cognitive load and self-efficacy in a statistical learning task

Previous research has indicated the disconnect between example-based research focusing on worked examples (WEs) and that focusing on modeling examples. The purpose of this study was to examine and compare the effect of four different types of examples from the two separate lines of research, includi...

Full description

Saved in:
Bibliographic Details
Published in:Interactive learning environments 2017-04, Vol.25 (3), p.283-294
Main Author: Huang, Xiaoxia
Format: Article
Language:English
Subjects:
Academic Achievement
Cognitive Ability
cognitive load theory
Cognitive Processes
Comparative Analysis
Computer Assisted Instruction
Difficulty Level
Example-based learning
Interactive learning
modeling examples
Multivariate Analysis
Problem Solving
Rating Scales
Retention (Psychology)
Self Efficacy
Statistical Analysis
Statistics
Student Motivation
Teaching Methods
Time on Task
Transfer of Training
Undergraduate Students
worked examples
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Previous research has indicated the disconnect between example-based research focusing on worked examples (WEs) and that focusing on modeling examples. The purpose of this study was to examine and compare the effect of four different types of examples from the two separate lines of research, including standard WEs, erroneous WEs, expert (masterly) modeling examples, and peer (coping) modeling examples, on student performance (knowledge retention, near transfer, and far transfer), cognitive load, and self-efficacy. One hundred and sixteen students participated in the study by undergoing computer-based instruction in one of the four versions differing in how examples were provided. The results showed that, overall, expert modeling examples were most effective in promoting knowledge retention, near transfer, and far transfer, while peer modeling examples were shown to be superior in fostering self-efficacy among the four different types of examples.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2015.1121154