The worked-example effect using ill-defined problems: Learning to recognise designers` styles Rourke, Arianne en_US Sweller, John en_US 2021-11-25T17:14:49Z 2021-11-25T17:14:49Z 2009 en_US
dc.description.abstract This research uses cognitive load theory and theories of visual literacy to provide a theoretical underpinning for techniques to improve students` ability to recognise designers` styles in higher education. Using a lecture followed by tutorial format, students were required to learn the characteristics needed to identify a designer`s work either by studying worked examples or by completing problem-solving tasks. The principle conclusion drawn from two experiments was that novice learners who have a moderate level of visual literacy skills are more successful at identifying a designer`s work after studying worked examples compared to novice learners provided with problem-solving tasks. en_US
dc.identifier.issn 0959-4752 en_US
dc.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri en_US
dc.source Legacy MARC en_US
dc.subject.other Cognitive load theory en_US
dc.subject.other Ill-defined problems en_US
dc.subject.other Problem solving en_US
dc.subject.other Teaching design history en_US
dc.subject.other Visual literacy en_US
dc.subject.other Worked examples en_US
dc.title The worked-example effect using ill-defined problems: Learning to recognise designers` styles en_US
dc.type Journal Article en
dcterms.accessRights metadata only access
dspace.entity.type Publication en_US
unsw.relation.faculty Arts Design & Architecture
unsw.relation.ispartofjournal Learning and Instruction en_US
unsw.relation.ispartofpagefrompageto 185-199 en_US
unsw.relation.ispartofvolume 19 en_US
unsw.relation.originalPublicationAffiliation Rourke, Arianne, Art History & Art Education, College of Fine Arts, UNSW en_US
unsw.relation.originalPublicationAffiliation Sweller, John, Education, Faculty of Arts & Social Sciences, UNSW en_US School of Education *
Resource type