Worked examples are more efficient for learning than high-assistance instructional software

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Volumn 9112, Issue , 2015, Pages 710-713

  McLaren, Bruce M ^a   Van Gog, Tamara ^b   Ganoe, Craig ^a   Yaron, David ^a   Karabinos, Michael ^a  

^a CARNEGIE MELLON UNIVERSITY   (United States)

^b ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

Author keywords

Assistance dilemma; Classroom studies; Empirical studies; Erroneous examples; Problem solving; Tutored problems to solve; Worked examples

Indexed keywords

ARTIFICIAL INTELLIGENCE; TEACHING;

ASSISTANCE DILEMMA; CLASSROOM STUDY; EMPIRICAL STUDIES; ERRONEOUS EXAMPLES; TUTORED PROBLEMS TO SOLVE; WORKED EXAMPLES;

PROBLEM SOLVING;

EID: 84948977585     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/978-3-319-19773-9_98     Document Type: Conference Paper

References (3)

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2. McLaren, B.M., van Gog, T., Ganoe, C., Yaron, D., Karabinos, M.: Exploring the assistance dilemma: comparing instructional support in examples and problems. In: Trausan-Matu, S., Boyer, K.E., Crosby, M., Panourgia, K. (eds.) ITS 2014. LNCS, vol. 8474, pp. 354-361. Springer, Heidelberg (2014)
3. Paas, F.: Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach. Journal of Educational Psychology 84, 429-434 (1992)