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Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?
16 references·16 citing·36 second hopsampled
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? (2006)Can learning from molar and modular worke…Advances in Instructional Psychology (2019)Advances in Instructional Psy…Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003)Taking the Load Off a Learner…An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor (2002)An effective metacognitive st…Learning from Examples: Instructional Principles from the Worked Examples Research (2000)Learning from Examples: Instr…Managing split-attention and redundancy in multimedia instruction (1999)Managing split-attention and …Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Learning from Worked‐Out Examples: A Study on Individual Differences (1997)Learning from Worked‐Out Exam…Transfer on trial: Intelligence, cognition, and instruction (1994)Transfer on trial: Intelligen…Cognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…Transfer on Trial: Intelligence, Cognition and Instruction (1993)Transfer on Trial: Intelligen…Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. (1992)Training strategies for attai…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Human Mental Workload (1988)Human Mental WorkloadSchema induction and analogical transfer (1983)Schema induction and analogic…Feedback in Written Instruction (1977)Feedback in Written Instructi…The Evolution of Cognitive Load Theory and the Measurement of Its Intrinsic, Extraneous and Germane Loads: A Review (2019)The Evolution of Cognitive Lo…Measuring cognitive load (2018)Measuring cognitive loadPromoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles (2017)Promoting self-explanation to…Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017)Bridging Cognitive Load and S…Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding (2015)Learning as a Generative Acti…Measuring cognitive load in introductory CS (2014)Measuring cognitive load in i…Multimedia Instruction (2013)Multimedia InstructionTiming and Frequency of Mental Effort Measurement: Evidence in Favour of Repeated Measures (2012)Timing and Frequency of Menta…Student Learning: What Has Instruction Got to Do With It? (2012)Student Learning: What Has In…Effectiveness of holistic mental model confrontation in driving conceptual change (2011)Effectiveness of holistic men…Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations (2010)Learning by generating vs. re…How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review (2010)How Effective are Instruction…Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior (2009)Learning with hypermedia: The…Learning by analogy: Discriminating between potential analogs (2009)Learning by analogy: Discrimi…Learner Performance in Multimedia Learning Arrangements: An Analysis Across Instructional Approaches (2009)Learner Performance in Multim…Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account (2008)Example-Based Learning in Heu…Features of similarity. (1977)Toward a model of text comprehension and production. (1978)Mental Models (1983)Similarity and Analogical Reasoning (1989)Toward a design theory of problem solving (2000)Problem-Based Learning: What and How Do Students Learn? (2004)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? (2001)Aids to computer-based multimedia learning (2002)Direct Measurement of Cognitive Load in Multimedia Learning (2003)Cognitive Load During Problem Solving: Effects on Learning (1988)The Expertise Reversal Effect (2003)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)The role of theories in conceptual coherence. (1985)The Nature of Expertise (2014)Implications for educational practice of the science of learning and development (2019)Philosophical Investigations. (1954)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)When problem solving is superior to studying worked examples. (2001)Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective (2003)Synthesis of discipline-based education research in physics (2014)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Where's the evidence that active learning works? (2006)Metacognition, Motivation, and Understanding (2026)Towards a general theory of driver behaviour (2005)A Reconsideration of Cognitive Load Theory (2007)State of science: mental workload in ergonomics (2014)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Learning by Expanding (2014)
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References

  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1994Cognitive load theory, learning difficulty, and instructional design3,815 cited
  • 1983Schema induction and analogical transfer2,933 cited
  • 2019Advances in Instructional Psychology2,532 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1992Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach.2,149 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 2000Learning from Examples: Instructional Principles from the Worked Examples Research1,034 cited
  • 1988Human Mental Workload954 cited
  • 1999Managing split-attention and redundancy in multimedia instruction933 cited
  • 2002An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor894 cited
  • 2003Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning857 cited
  • 1997Learning from Worked‐Out Examples: A Study on Individual Differences679 cited
  • 1994Transfer on trial: Intelligence, cognition, and instruction637 cited
  • 1977Feedback in Written Instruction

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571 cited
  • 1993Transfer on Trial: Intelligence, Cognition and Instruction498 cited
  • Cited by

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    • 2017Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research146 cited
    • 2017Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles142 cited
    • 2009Learning by analogy: Discriminating between potential analogs141 cited
    • 2013Multimedia Instruction141 cited
    • 2010How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review140 cited
    • 2008Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account136 cited
    • 2012Student Learning: What Has Instruction Got to Do With It?134 cited
    • 2012Timing and Frequency of Mental Effort Measurement: Evidence in Favour of Repeated Measures130 cited
    • 2018Measuring cognitive load129 cited
    • 2009Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior128 cited
    • 2010Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations123 cited
    • 2019The Evolution of Cognitive Load Theory and the Measurement of Its Intrinsic, Extraneous and Germane Loads: A Review114 cited
    • 2015Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding109 cited