Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving

By Ron J. C. M. Salden, K. Koedinger, Alexander Renkl, Vincent A. W. M. M. Aleven, Bruce M. McLaren. 2010

104 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d5bf9f658c69890d603e94c2d773baa620e96768

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. Nikol Rummel
5. Hans Spada
6. J. V. van Merriënboer
7. Richard E. Mayer
8. Slava Kalyuga

In Developmental and Educational Psychology

1. Tamara van Gog
2. Fred Paas
3. John Sweller
4. Nikol Rummel
5. J. V. van Merriënboer
6. Hans Spada
7. Paul A. Kirschner
8. Michael Wiedmann

In Experimental and Cognitive Psychology

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

Citations in the corpus

• Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement (2010, background): “Salden et al. (2010) review a number of studies on the effects of integrating worked examples in cognitive tutoring systems.”
• Exploring the Impact of Worked Examples in a Novice Programming Environment (2019, unknown): “This is consistent with previous WE studies [10, 17], where students”
• Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review (2015, background): “examples (Salden et al. 2010), prompt students to provide their own explanations for them (Koedinger et al.”