Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

The worked example effect and human cognition

4 references·16 citing·45 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
2005Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions2,204 cited
2002Assimilating complex information692 cited
2003Evolution of human cognitive architecture511 cited

Cited by

2006Optimising worked example instruction: Different ways to increase germane cognitive load252 cited
2009Attention guidance during example study via the model’s eye movements224 cited
2008How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load223 cited
2005The Worked-Out Examples Principle in Multimedia Learning222 cited
2010Self-regulated Learning with MetaTutor: Advancing the Science of Learning with MetaCognitive Tools189 cited
2015Studying Visual Displays: How to Instructionally Support Learning165 cited
2011Differential effects of problem-solving demands on individual and collaborative learning outcomes153 cited
2015Inventing a solution and studying a worked solution prepare differently for learning from direct instruction146 cited
2010Contemporary cognitive load theory research: The good, the bad and the ugly144 cited
2008

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account

136 cited

2011Scaffolding cognitive and metacognitive strategy instruction in regular class lessons113 cited

2014Getting the point: Tracing worked examples enhances learning104 cited

2013In-game assessments increase novice programmers' engagement and level completion speed101 cited

2021Too much to know? The cognitive demands of daily knowledge seeking and the buffering role of coworker contact quality.85 cited

2010Where learning starts? A framework for thinking about lectures in university mathematics73 cited

2016Defining, designing for, and measuring “social constructivist digital literacy” development in learners: a proposed framework70 cited