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Relations between the worked example and generation effects on immediate and delayed tests
12 references·5 citing·37 second hop
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References

  • 2010Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load2,012 cited
  • 2003The Expertise Reversal Effect1,925 cited
  • 1994Why Some Material Is Difficult to Learn1,453 cited
  • 1966Thought and Choice in Chess1,284 cited
  • 1985The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra1,213 cited
  • 2000Learning from Examples: Instructional Principles from the Worked Examples Research1,034 cited
  • 2001When problem solving is superior to studying worked examples.548 cited
  • 2013Toward an Instructionally Oriented Theory of Example‐Based Learning507 cited
  • 2003Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps.491 cited
  • 1990Structuring Effective Worked Examples396 cited
  • 2015Rethinking the Boundaries of Cognitive Load Theory in Complex Learning241 cited
  • 2015The worked example effect, the generation effect, and element interactivity.166 cited

Cited by

  • 2021There is an Evidence Crisis in Science Educational Policy88 cited
  • 2017Using cognitive load theory to structure computer‐based learning including MOOCs56 cited
  • 2017

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Should self-regulated learning be integrated with cognitive load theory? A commentary
54 cited
  • 2023Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction”50 cited
  • 2016When Instructional Guidance is Needed42 cited