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

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)283-294
Number of pages12
JournalInteractive Learning Environments
Volume25
Issue number3
DOIs
StatePublished - Apr 3 2017
Externally publishedYes

Keywords

  • cognitive load theory
  • Example-based learning
  • modeling examples
  • self-efficacy
  • worked examples

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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