Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? *

By Peter Gerjets, Katharina Scheiter, Richard Catrambone. 2006

196 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a600eccf22f2ed72c2c0fd38e1ab9c301dfe6a40

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. Slava Kalyuga
5. Alexander Renkl
6. Paul Ginns
7. J. V. van Merriënboer
8. Liesbeth Kester

In Experimental and Cognitive Psychology

1. Fred Paas
2. Tamara van Gog
3. John Sweller
4. J. V. van Merriënboer
5. Alexander Renkl
6. Slava Kalyuga
7. J. Bobis
8. Fang‐Tzu Hu

Citations in the corpus

• Exploring the Impact of Worked Examples in a Novice Programming Environment (2019, unknown): “, who evaluated “modular worked examples,” which, like our WEs, emphasized breaking a problem down into steps [5].”
• Timing and Frequency of Mental Effort Measurement: Evidence in Favour of Repeated Measures (2012, background): “The second type of studies asks learners only once at the end of an entire learning or test phase to provide an overall rating (e.g., single-item scale: De Koning, Tabbers, Rikers, & Paas, 2010; NASA-TLX: Gerjets et al., 2006; Kester et al., 2006; Scheiter et al., 2009; multiple selfconstructed item”
• Cognitive load theory, educational research, and instructional design: some food for thought (2010, background): “exceptional within educational science (for examples see, Fischer et al. 2008; Gerjets et al. 2006; Kester et al. 2006b).”
• Instructional Efficiency: Revisiting the Original Construct in Educational Research (2008, methodology): “Note that this measure of task load encompasses more than cognitive load, although it has been used in cognitive load research (see, eg, Gerjets, Scheiter, & Catrambone, 2004 , 2006 ; Kester, Lehnen, Van Gerven, & Kirschner, 2006 ).”
• Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010, background): “An example of this effect may be found in Gerjets et al. (2006) .”
• Inducing Self-Explanation: a Meta-Analysis (2018, unknown): “Gerjets et al. (2006) posited both self-and instructional explanations elevated germane load when students studied worked-out examples presented in a modular format.”
• Getting the point: Tracing worked examples enhances learning (2015, background): “The superiority of breaking complex high element interactivity materials into separate smaller units for learning over processing all elements at a time was demonstrated by Gerjets, Scheiter, and Catrambone (2004, 2006).”
• Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account (2009, background): “Against this background, it is paradoxical that—in contrast to prompting learners to self-explain— providing instructional explanations about the rationale of solutions typically does not help when learning from worked examples (e.g., Gerjets et al. 2006; Renkl 2002).”