Effects of worked examples, example-problem, and problem-example pairs on novices learning

By Tamara van Gog, Liesbeth Kester, Fred Paas. 2011

261 citations recorded by the source corpus.

Van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices’ learning. Contemporary Educational Psychology, 36(3), 212-218. doi:10.1016/j.cedpsych.2010.10.004

Subfields: Artificial Intelligence, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/756b0ea8ce98174b9195ce58d968f66a7464462a

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

1. Fred Paas
2. Tamara van Gog
3. John Sweller
4. J. V. van Merriënboer
5. Alexander Renkl
6. Nikol Rummel
7. Logan Fiorella
8. Slava Kalyuga

In Education

1. Fred Paas
2. Tamara van Gog
3. J. V. van Merriënboer
4. John Sweller
5. Alexander Renkl
6. Nikol Rummel
7. Logan Fiorella
8. Katharina Loibl

In Experimental and Cognitive Psychology

1. Fred Paas
2. Tamara van Gog
3. J. V. van Merriënboer
4. John Sweller
5. Alexander Renkl
6. Nikol Rummel
7. Logan Fiorella
8. Richard E. Mayer

Citations in the corpus

• Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, methodology): “The paper-based materials used in this experiment focused on troubleshooting parallel electrical circuits and were based on prior research (e.g., Hoogerheide, Loyens, Jadi, Vrins, & Van Gog, 2017; Van Gog et al., 2011).”
• Development of an instrument for measuring different types of cognitive load (2013, background): “Studies by Reisslein, Atkinson, Seeling, and Reisslein (2006) and Van Gog, Kester, and Paas (2011) have demonstrated that example-problem pairs are more effective for novices’ learning than problem–example pairs.”
• Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “The studies by Van Gog et al. (2015) and Leahy et al. (2015) were not only inspired by research on the testing effect but also set out to make a relevant contribution to the research on example-based learning.”
• Inverse Classification for Comparison-based Interpretability in Machine Learning (2017, background): “Although not mentioned by the previously cited instance-based approaches, it must be underlined that learning through examples also possesses a strong jus-tification in cognitive and teaching sciences (Decyk 1994; Watson and Shipman 2008; Mvududu and Kanyongo 2011; van Gog, Kester, and Paas 2011).”
• Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “…contrasting cases or instruction building on student solutions: Many studies of worked examples find beneficial effects for example-problem pairs (cf. I-PS) in comparison to problem-example pairs (cf., PS-I; e.g., Hsu et al. 2015; Leppink et al. 2014; Reisslein et al. 2006; Van Gog et al. 2011).”
• Comparison-Based Inverse Classification for Interpretability in Machine Learning (2018, methodology): “Secondly, we consider the instance-based framework and add to the motivations detailed in the previous section the strong justification provided by cognitive sciences of learning through examples [24, 20, 10].”