The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners

被引：5

作者：

Kyun, Sun A. ^{[2
]}

Lee, Hyunjeong ^{[1
]}

机构：

[1] Univ Seoul, Grad Sch Educ, Seoul 130743, South Korea

[2] Univ New S Wales, Sydney, NSW 2052, Australia

来源：

ASIA PACIFIC EDUCATION REVIEW | 2009年 / 10卷 / 04期

关键词：

Worked examples; Problem solving; Cognitive load; Information presentation; COGNITIVE-LOAD; SELF-EXPLANATIONS; PERFORMANCE; EFFICIENCY; SUPPORT; SKILLS;

D O I：

10.1007/s12564-009-9044-x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The aim of this study is to investigate the effects of presentation formats of worked examples and the interaction effects between the presentation formats of worked examples and the prior knowledge of learners. An investigation with 97 middle school students working in four conditions (CPWE, CWE, PWE, and the control group) was conducted. The results indicate that CPWE was the most effective condition in retention and transfer. In addition, a partial expertise reversal effect was revealed in the element transfer test. High prior knowledge learners in both CPWE and PWE were superior to those who were in CWE and the control group, while low prior knowledge learners in CPWE were superior to those who were in other conditions.

引用

页码：495 / 503

页数：9

共 24 条

[1]

[Anonymous], 1985, Cognition and Instruction, DOI [10.1207/s1532690xci0201_3, DOI 10.1207/S1532690XCI0201_3, 10.1007/978-1-4419-8126-4, DOI 10.1207/S1532690XCI02013]

[2]

[Anonymous], 29 I APPL PSYCH

[3] USING WORKED EXAMPLES AS AN INSTRUCTIONAL EXAMPLES AS AN INSTRUCTIONAL SUPPORT IN THE ALGEBRA CLASSROOM [J].