Optimising worked example instruction: Different ways to increase germane cognitive load.

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A Reconsideration of Cognitive Load Theory (2007, background): “…concern of cognitive load theory, which has been developed by John Sweller and his colleagues and which has become increasingly influential in instructional psychology (cf. Paas et al. 2003a, 2004; Paas and Van Gog 2006; Sweller 1999, 2003, 2005; Sweller and Chandler 1994; Sweller et al. 1998).”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “The present theory is mainly rooted in research on learning from WEs (e.g., Atkinson, Derry, Renkl, & Wortham, 2000; Cooper & Sweller, 1987; Paas & van Gog, 2006; VanLehn, 1998).”
Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, unknown): “…by using exampleeproblem pairs, problemeexample pairs, or example study only (e.g., Carroll, 1994; Hübner, Nückles, & Renkl, 2010; Paas, 1992; Paas & Van Gog, 2006; Paas & Van Merriënboer, 1994; Stark, Kopp, & Fischer, 2010; Sweller, 1988; Sweller, 2006; Sweller & Cooper, 1985; Trafton &…”