Worked Examples

• Published in: International Guide to Student Achievement pp. 408 - 410
• Main Authors: Ayres, Paul, Sweller, John
• Format: Book Chapter
• Language: English
• Published: Routledge 2013
• Edition: 1
• Subjects: Cognitive Load Theory; Problem Solving Practice; Extracurricular; Vice Versa; Instructional Simulations; Grade Point Average; Student Engagement; Problem Pairs; Social Emotional Learning; Knowledgeable Learners; Worked Examples; Working Memory; International Large Scale Assessment Studies; MARTIN; Professional Development; Disengaged; Working Memory Resources; Heterogeneous Ability Grouping; NAOMI; Chronic; Interactive Spreadsheets; GPA; Single Subject Design; Domain Specific Prior Knowledge; Performance Approach Goals
• ISBN: 9780415878982; 0415878985; 0415879019; 9780415879019
• DOI: 10.4324/9780203850398-134

Over the last three decades, cognitive load theory (Sweller, Ayres, & Kalyuga, 2011) has been used to identify a number of effects that directly implicate teaching, learning, and instructional design. The most widely investigated is the worked example effect, which has been shown to lead to better learning outcomes than solving equivalent problems. This chapter describes the worked example effect and some of the associated empirical research. Variations and additions to the basic worked example design are also described, showing how modifications can support the development of problem solving skills.