Example-based learning: Effects of different types of examples on student performance, cognitive load and self-efficacy in a statistical learning task

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.