Example-based learning: Effects of different types of examples on student performance, cognitive load and self-efficacy in a statistical learning task. Issue 3 (3rd April 2017)

• Record Type: Journal Article
• Authors: Huang, Xiaoxia
• Is Part Of: Interactive learning environments. Volume 25:Issue 3(2017)
• Page Start: 283
• Page End: 294
• Publication Date: 2017-04-03
• Subjects: Example-based learning -- worked examples -- modeling examples -- cognitive load theory -- self-efficacy; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2015.1121154
• Languages: English
• ISSNs: 1049-4820

Abstract

ABSTRACT: Previous research has indicated the disconnect between example-based research focusing on worked examples (WEs) and that focusing on modeling examples. The purpose of this study was to examine and compare the effect of four different types of examples from the two separate lines of research, including standard WEs, erroneous WEs, expert (masterly) modeling examples, and peer (coping) modeling examples, on student performance (knowledge retention, near transfer, and far transfer), cognitive load, and self-efficacy. One hundred and sixteen students participated in the study by undergoing computer-based instruction in one of the four versions differing in how examples were provided. The results showed that, overall, expert modeling examples were most effective in promoting knowledge retention, near transfer, and far transfer, while peer modeling examples were shown to be superior in fostering self-efficacy among the four different types of examples.