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Comparing alternative sequences of examples and problem-solving tasks: the case of conceptual knowledge
In cognitive load theory, the superiority of the Example-Problem sequence over the Problem-Example sequence has become a classic paradigm. The comparative effectiveness of these sequences, however, is subject to the influence of the factors of element interactivity and prior knowledge, and studies h...
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| Main Authors: | , , |
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| Format: | Default Article |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/14604135.v1 |
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