Literaturnachweis - Detailanzeige
| Autor/inn/en | Chen, Ouhao; Kalyuga, Slava; Sweller, John |
|---|---|
| Titel | The Worked Example Effect, the Generation Effect, and Element Interactivity |
| Quelle | In: Journal of Educational Psychology, 107 (2015) 3, S.689-704 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/edu0000018 |
| Schlagwörter | Problem Solving; Geometry; Mathematics Instruction; Prior Learning; Instructional Materials; Short Term Memory; Interaction; Expertise; Cognitive Processes; Difficulty Level; Elementary School Students; Secondary School Students; Foreign Countries; China |
| Abstract | The worked example effect indicates that examples providing full guidance on how to solve a problem result in better test performance than a problem-solving condition with no guidance. The generation effect occurs when learners generating responses demonstrate better test performance than learners in a presentation condition that provides an answer. This contradiction may be resolved by the suggestion that the worked example effect occurs for complex, high-element interactivity materials that impose a heavy working memory load whereas the generation effect is applicable for low-element interactivity materials. Two experiments tested this hypothesis in the area of geometry instruction using students with different levels of prior knowledge in geometry. The results of Experiment 1 indicated a worked example effect obtained for materials high in element interactivity and a generation effect for materials low in element interactivity. As levels of expertise increased in Experiment 2, thus reducing effective complexity, this interaction was replaced by a generation effect for all materials. These results suggest that when students need to learn low-element interactivity material, learning will be enhanced if they generate rather than study responses but if students need to learn high-element interactivity material, study may be preferable to generating responses. (As Provided). |
| Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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