000 02174nam a22002417a 4500
003 ZW-GwMSU
005 20221102155848.0
008 221102b |||||||| |||| 00| 0 eng d
040 _aMSU
_cMSU
_erda
100 _aChen, Ouhao
_eauthor
245 _aThe worked example effect, the generation effect, and element interactivity.
_ccreated by Ouhao .Chen, Kalyuga, S., & Sweller, J.
264 _aSouth Wales
_bAmerican Psychological Association
_c2015
336 _2rdacontent
_atext
_btxt
337 _2rdamedia
_aunmediated
_bn
338 _2rdacarrier
_avolume
_bnc
440 _vVolume , number ,
520 _aThe worked example effect indicates that examples providing full guidance on how to solve a problem result in better test performance than a problem-solving condition with no guidance. The generation effect occurs when learners generating responses demonstrate better test performance than learners in a presentation condition that provides an answer. This contradiction may be resolved by the suggestion that the worked example effect occurs for complex, high-element interactivity materials that impose a heavy working memory load whereas the generation effect is applicable for low-element interactivity materials. Two experiments tested this hypothesis in the area of geometry instruction using students with different levels of prior knowledge in geometry. The results of Experiment 1 indicated a worked example effect obtained for materials high in element interactivity and a generation effect for materials low in element interactivity. As levels of expertise increased in Experiment 2, thus reducing effective complexity, this interaction was replaced by a generation effect for all materials. These results suggest that when students need to learn low-element interactivity material, learning will be enhanced if they generate rather than study responses but if students need to learn high-element interactivity material, study may be preferable to generating responses
650 _acognitive load theory
650 _aworked example effect
650 _ageneration effect
856 _u https://doi.org/10.1037/edu0000018
942 _2lcc
_cJA
999 _c160009
_d160009