Segmentation of Worked Examples: Effects on Cognitive Load and Learning

Applied Cognitive Psychology

Volumn 26, Issue 3, 2012, Pages 352-358

  Spanjers, Ingrid A E ^a   Van Gog, Tamara ^b   Van Merriënboer, Jeroen J G ^a  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; COGNITION; FEMALE; HIGH SCHOOL STUDENT; HUMAN; HUMAN EXPERIMENT; LEARNING; MALE; MENTAL PERFORMANCE; NETHERLANDS; NORMAL HUMAN; PRIORITY JOURNAL; TASK PERFORMANCE; THINKING;

EID: 84861221177     PISSN: 08884080     EISSN: 10990720     Source Type: Journal    
DOI: 10.1002/acp.1832     Document Type: Article

References (56)

1. Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181-214.
2. Atkinson, R. K., & Renkl, A. (2007). Using interactive example-based learning environments: Using interactive elements to encourage effective processing of worked examples. Educational Psychology Review, 19, 375-386.
3. Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95, 774-783.
4. Ayres, P., & Paas, F. (2007a). Making instructional animations more effective: A cognitive load approach. Applied Cognitive Psychology, 21, 695-700.
5. Ayres, P., & Paas, F. (2007b). Can the cognitive load approach make instructional animations more effective? Applied Cognitive Psychology, 21, 811-820.
6. Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of Educational Psychology, 87, 5-17.
7. Catrambone, R. (1996). Generalizing solution procedures learned from examples. Journal of Experimental Psychology. Learning, Memory, and Cognition, 22, 1020-1031.
8. Catrambone, R. (1998). The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology. General, 127, 335-376.
9. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
10. Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347-362.
11. Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labeling, and spatial proximity. Learning and Instruction, 20, 216-224.
12. Gerjets, P., Scheiter, K., Opfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370.
13. Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21, 713-729.
14. Hoffman, B., & Schraw, G. (2010). Conceptions of efficiency: Applications in learning and problem solving. Educational Psychologist, 45, 1-14.
15. Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.
16. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.
17. Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579-588.
18. Kurby, C. A., & Zacks, J. M. (2008). Segmentation in the perception and memory of events. Trends in Cognitive Sciences, 12, 72-79.
19. Leahy, W., & Sweller, J. (2011). Cognitive load theory, modality of presentation and the transient information effect. Applied Cognitive Psychology. Advance online publication. doi: 10.1002/acp.1787
20. Lovett, M. C. (1992). Learning by problem solving versus by examples: The benefits of generating and receiving information. In Proceedings of the 14th Annual Conference of the Cognitive Science Society (pp. 956-961). Hillsdale, NJ: Erlbaum.
21. Lowe, R. K. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14, 225-244.
22. Mayer, R. E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 93, 390-397.
23. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52.
24. McLaren, B. M., Lim, S., & Koedinger, K. R. (2008). When and how often should worked examples be given to students? New results and a summary of the current state of research. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2176-2181). Austin, TX: Cognitive Science Society.
25. Moreno, R. (2007). Optimising learning from animations by minimising cognitive load: Cognitive and affective consequences of signalling and segmentation methods. Applied Cognitive Psychology, 21, 765-781.
26. Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326.
27. Opfermann, M. (2008). There's more to it than instructional design: The role of individual learner characteristics for hypermedia learning. Berlin: Logos.
28. Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84, 429-434.
29. Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16, 87-91.
30. Paas, F., & Van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures. Human Factors, 35, 737-743.
31. Paas, F., & Van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
32. Schwamborn, A., Thillmann, H., Opfermann, M., & Leutner, D. (2011). Cognitive load and instructionally supported learning with provided and learner-generated visualizations. Computers in Human Behavior, 27, 89-93.
33. Schwan, S., Garsoffky, B., & Hesse, F. W. (2000). Do film cuts facilitate the perceptual and cognitive organization of activity sequences? Memory & Cognition, 28, 214-223.
34. Schwonke, R., Renkl, A., Krieg, C., Wittwer, J., Aleven, V., & Salden, R. (2009). The worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior, 25, 258-266.
35. Spanjers, I. A. E., Van Gog, T., & Van Merriënboer, J. J. G. (2010). A theoretical analysis of how segmentation of dynamic visualizations optimizes students' learning. Educational Psychology Review.
36. Spanjers, I. A. E., Wouters, P., Van Gog, T., & Van Merriënboer, J. J. G. (2011). An expertise reversal effect of segmentation in learning from animations. Computers in Human Behavior, 27, 46-52.
37. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 2567-285.
38. Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction, 16, 165-169.
39. Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59-89.
40. Sweller, J., Van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
41. Tarmizi, R., & Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80, 424-436.
42. Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43, 16-26.
43. Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16, 154-164.
44. Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211-222.
45. Van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review, 22, 155-174.
46. Van Merriënboer, J. J. G. (1990). Strategies for programming instruction in high school: Program completion vs. program generation. Journal of Educational Computing Research, 6, 265-285.
47. Van Merriënboer, J. J. G., & De Croock, M. B. M. (1992). Strategies for computer-based programming instruction: Program completion vs. program generation. Journal of Educational Computing Research, 8, 365-394.
48. Van Merriënboer, J. J. G., & Kirschner, P. A. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Mahwah, NJ: Erlbaum/Taylor and Francis.
49. Van Merriënboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.
50. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2008). How to optimize learning from animated models: A review of guidelines based on cognitive load. Review of Educational Research, 78, 645-675.
51. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2009). Observational learning from animated models: Effects of modality and reflection on transfer. Contemporary Educational Psychology, 34, 1-8.
52. Wouters, P., Paas, F., & Van Merriënboer, J. J. G. (2010). Observational learning from animated models: Effects of studying-practicing alternation and illusion of control on transfer. Instructional Science, 38, 89-104.
53. Wouters, P., Tabbers, H. K., & Paas, F. (2007). Interactivity in video-based models. Educational Psychology Review, 19, 327-342.
54. Zacks, J. M., Speer, N. K., Reynolds, J. R. (2009). Segmentation in reading and film comprehension. Journal of Experimental Psychology. General, 13, 307-327.
55. Zacks, J. M., Speer, N. K., Swallow, K. M., Braver, T. S., & Reynolds, J. R. (2007). Event perception: A mind-brain perspective. Psychological Bulletin, 133, 273-293.
56. Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. Cognition and Instruction, 4, 137-166.