Element interactivity as a factor influencing the effectiveness of worked example–problem solving and problem solving–worked example sequences

© 2019 The British Psychological Society Background: The worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students’ learning. Using problem solving–worked example sequence is another way of implementing...

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Bibliographic Details
Main Authors: Ouhao Chen, Endah Retnowati, Slava Kalyuga
Format: Default Article
Published: 2019
Subjects:
cognitive load theory
worked examples
problem solving
element interactivity
expertise
Social Sciences
Psychology, Educational
Psychology
INSTRUCTION
GUIDANCE
FAILURE
PERFORMANCE
Education
Specialist Studies in Education
Online Access:https://hdl.handle.net/2134/12052710.v1
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