Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps.

By Robert K. Atkinson, Alexander Renkl, M. M. Merrill. 2003

509 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/5057f7decd1e13fc2ab90cf65ca6cc1f79026a6a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007, background): “Prompting students to self-explain has been shown in laboratory studies to enhance learning (Atkinson et al., 2003; Chi, de Leeuw, Chiu, & LaVancher,1994; Renkl, Stark, Gruber, & Mandl, 1998; Siegler, 2002).”
Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account (2009, unknown): “In the experiment on proof examples, Hilbert et al .( 2008a, b) tested the effects of two instructional procedures that are known to effectively guide learners’ attention in learning from traditional worked examples (e.g., Atkinson et al. 2003; Renkl et al. 2004).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, methodology): “…sets of steps (e.g., Catrambone 1995, 1996), by comparing examples of different (representations of) solution methods (Große and Renkl 2006; Rittle-Johnson et al. 2009), or by using conceptually oriented equations rather than computationally oriented equations (e.g., Atkinson et al. 2003a).”
Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “Atkinson, Renkl, and Merrill (2003) showed that prompting principle-based self-explanations in a computer-based learning environment providing worked examples on probability led to favorable learning outcomes (for similar findings on selfexplanation prompts in example-based learning, see Conati &…”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “In another study (Atkinson, Renkl, & Merrill, 2003 ), researchers found that transfer following training through a “fading” procedure, in which worked-out steps were successively removed from training examples, was improved when participants were prompted for self-explanations at each step of the t”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “Incomplete examples can also involve fading (taking away) some of the example steps, especially as the learner gets more proﬁcient at solving problems (Atkinson, Renkl, & Merrill, 2003).”
Instructional Efficiency: Revisiting the Original Construct in Educational Research (2008, background): “Examples of germane load-inducing measures are imagination or self-explanation assignments to process the solution steps in worked examples more deeply (eg, Atkinson, Renkl, & Merrill, 2003 ; Cooper, Tindall-Ford, Chandler, & Sweller, 2001 ) and study assignments of high-variability sequences of w”