Variability of worked examples and transfer of geometrical problem-solving skills : a cognitive-load approach

Fred G.W.C. Paas, Jeroen J.G. van Merrienboer, J.J.G. van Merrienboer

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    Abstract

    Four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variability conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked condition, in which worked examples had to be studied. Results showed that students who studied worked examples gained most from high-variability examples, invested less time and mental effort in practice, and attained better and less effort-demanding transfer performance than students who first attempted to solve conventional problems and then studied work examples.
    Original languageEnglish
    Pages (from-to)122-133
    Number of pages12
    JournalJournal of educational psychology
    Volume86
    Issue number1
    DOIs
    Publication statusPublished - 1994

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    Students
    performance
    student
    programming
    Transfer (Psychology)
    Practice (Psychology)

    Keywords

    • METIS-135078
    • IR-26427

    Cite this

    Paas, Fred G.W.C. ; van Merrienboer, Jeroen J.G. ; van Merrienboer, J.J.G. / Variability of worked examples and transfer of geometrical problem-solving skills : a cognitive-load approach. In: Journal of educational psychology. 1994 ; Vol. 86, No. 1. pp. 122-133.
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    abstract = "Four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variability conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked condition, in which worked examples had to be studied. Results showed that students who studied worked examples gained most from high-variability examples, invested less time and mental effort in practice, and attained better and less effort-demanding transfer performance than students who first attempted to solve conventional problems and then studied work examples.",
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    Variability of worked examples and transfer of geometrical problem-solving skills : a cognitive-load approach. / Paas, Fred G.W.C.; van Merrienboer, Jeroen J.G.; van Merrienboer, J.J.G.

    In: Journal of educational psychology, Vol. 86, No. 1, 1994, p. 122-133.

    Research output: Contribution to journalArticleAcademicpeer-review

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