The worked-out-example principle in multimedia learning

By Alexander Renkl. 2005

176 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ad43786885270f86ca70264b7ee716c987986913

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Citations in the corpus

Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “Indeed, well-designed worked examples provide the information in meaningful building blocks that make the deep features salient (e.g., Renkl 2005).”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, unknown): “For example, several studies have reported superior learning and transfer after students had been shown several worked examples (see Renkl, 2005; Renkl & Atkinson, 2010).”
Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving (2010, background): “Cognitive load theory In recent years, a considerable number of studies have explored the conditions under which examples aid in acquiring cognitive skills (for a review, see Atkinson et al. 2000; Renkl 2005, 2010).”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “, Renkl , 2005 ) .”
Studying the effect of AI Code Generators on Supporting Novice Learners in Introductory Programming (2023, unknown): “Several approaches have been developed to reduce this cognitive load in introductory programming, such as the use of worked examples and similar practice problems [72, 84], or mixed-up code (Parsons) problems [64], where learners are given mixed up fragments that must be placed in the correct order ”
Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load (2020, background): “2000; Renkl 2005) states that learning from an example is more effective than learning through problems: Providing learners with the steps of how to come to a correct solution, and the solution of a problem itself helps them to construct schemata of how to solve a problem, and avoids means‑ends…”
When worked examples don't work: Is cognitive load theory at an Impasse?☆ (2006, background): “Atkinson, Renkl, and colleagues (Atkinson, Derry, Renkl, & Wortham, 2000; Renkl, 2005) offered some guidance to help identify factors that moderate worked-example effects.”
Effects of worked examples, example-problem, and problem-example pairs on novices learning (2011, background): “Research has shown that for novices, instruction that relies more heavily on worked example study is generally more effective for learning and transfer than instruction consisting of problem solving, and is also often more efficient, in that this higher learning is reached with less investment of ti”
Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “…and learning outcomes specifically in example-based learning (see Atkinson, Renkl, & Merrill, 2003; Chi, Bassok, Lewis, Reimann, & Glaser, 1989; Renkl, 2005; Schworm & Renkl, 2007) but meanwhile also for other learning methods and across a variety of domains, different ranges of age, and…”
How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017, methodology): “2), the Fractions Tutor uses worked examples (Renkl 2005).”