Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

By Tamara van Gog, Nikol Rummel. 2010

375 citations recorded by the source corpus.

Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why example-based learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c4dc59361e09824963360d53dc5c3e73829d55a1

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement (2010, background): “Whereas worked examples provide learners with a written, worked-out solution procedure to study, in animated or video-based modeling examples the solution procedures are demonstrated to learners by a human or animated model (Van Gog and Rummel 2010).”
Effects of worked examples, example-problem, and problem-example pairs on novices learning (2011, background): “…instruction consisting of problem solving, and is also often more efficient, in that this higher learning is reached with less investment of time or mental effort (for reviews, see Atkinson, Derry, Renkl, & Wortham, 2000; Renkl, 2005; Sweller, Van Merriënboer, & Paas, 1998; Van Gog & Rummel, 2010).”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, methodology): “According to VanLehn’s (1999) impasse-repair-reflect process, once the learner reaches an impasse, she or he applies strategies to repair the impasse.”
It’s All a Matter of Perspective: Viewing First-Person Video Modeling Examples Promotes Learning of an Assembly Task (2017, neutral): “A video modeling example involves a human model demonstrating and/or explaining to a learner how to perform a task (van Gog & Rummel, 2010).”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “…someone else dynamically structuring the materials would produce the same learning benefits (for a review of the effectiveness of observational learning in educational contexts, see Van Gog and Rummel 2010; for the effectiveness of observing someone else exploring a problem space, see Osman 2010).”
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020, background): “Modeling can raise students’ self-efficacy to carry out tasks on their own (van Gog & Rummel, 2010), which may be particularly beneficial to students with low reading self-efficacy.”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “However , it is difficult to induce rules from complex models because they must be abstracted from model responses that otherwise differ in many irrelevant aspects ( see also van Gog & Rummel , 2010 ) .”
The worked example and expertise reversal effect in less structured tasks : Learning to reason about legal cases (2013, background): “…with lower/equal investment of time or effort) for novice learners than instruction consisting only of practicing with solving equivalent conventional problems (see for reviews Atkinson, Derry, Renkl, & Wortham, 2000; Renkl, 2005; Sweller, Van Merriënboer, & Paas, 1998; Van Gog & Rummel, 2010).”
Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, background): “According to Van Gog and Rummel (2010), the goal of these strategies is to: stimulate more active processing of the examples or emphasize important aspects of the procedure, which helps students not only to learn the problem-solving procedure but also to understand the underlying structure and…”
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, background): “…1986) and cognitive apprenticeship (Collins, Brown, & Newman, 1989) has shown that both of these types of example-based learning are highly effective during the initial stages of problem-solving skill acquisition (for reviews, see Atkinson, Derry, Renkl, & Wortham, 2000; Van Gog & Rummel, 2010).”
Learning from video modeling examples: Content kept equal, adults are more effective models than peers (2016, background): “…Sweller, Ayres, & Kalyuga, 2011) that has shown the effectiveness of example- based learning (for reviews: Renkl, 2014; Sweller et al., 2011; Van Gog & Rummel, 2010).1 Video modeling examples in which a model demonstrates and explains how to solve a problem are effective for acquiring new…”