The worked-example effect using ill-defined problems: Learning to recognise designers` styles

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.