Publication:
The worked example effect, the generation effect, and the element interactivity

dc.contributor.advisor Kalyuga, Slava en_US
dc.contributor.advisor Sweller, John en_US
dc.contributor.author Chen, Ouhao en_US
dc.date.accessioned 2022-03-22T12:02:35Z
dc.date.available 2022-03-22T12:02:35Z
dc.date.issued 2016 en_US
dc.description.abstract The worked example effect indicates that showing students worked examples (high guidance) is superior to problem solving (low guidance) which provides no guidance, whereas the generation effect suggests that self-generating items (low guidance) is superior to studying the externally presented answers (high guidance). This obvious contradiction between the two effects was hypothesized to be resolved by suggesting that the materials used had different levels of element interactivity. For the worked example effect, materials may be high in element interactivity, while, for the generation effect, simpler materials are used. With an increase of learner expertise, the worked example effect may be eliminated or reversed because expertise reduces element interactivity, but the generation effect should be still robust. Five 2 (levels of guidance: low and high) x 2 (levels of element interactivity: low and high) mixed factorial experiments were conducted to investigate the hypotheses. In Experiments 1 to 3, the level of learner expertise gradually increased in the domain of geometry with the results supporting hypotheses. The interaction of guidance and element interactivity was obtained with novices but the worked example effect that contributed to the interaction was eliminated or reversed with more knowledgeable students. Experiments 4 to 5 were designed to replicate the results of the first three experiments by testing students in the domain of trigonometry on both immediate and delayed tests. The results were replicated not only on an immediate test, but also on a delayed test. When combined, the results of all five experiments indicated that levels of element interactivity might be a key factor when deciding on levels of instructional guidance. en_US
dc.identifier.uri http://hdl.handle.net/1959.4/55865
dc.language English
dc.language.iso EN en_US
dc.publisher UNSW, Sydney en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/3.0/au/ en_US
dc.subject.other Cognitive load theory en_US
dc.subject.other Human cognitive architecture en_US
dc.subject.other Human memory en_US
dc.title The worked example effect, the generation effect, and the element interactivity en_US
dc.type Thesis en_US
dcterms.accessRights open access
dcterms.rightsHolder Chen, Ouhao
dspace.entity.type Publication en_US
unsw.accessRights.uri https://purl.org/coar/access_right/c_abf2
unsw.identifier.doi https://doi.org/10.26190/unsworks/18917
unsw.relation.faculty Arts Design & Architecture
unsw.relation.originalPublicationAffiliation Chen, Ouhao, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Kalyuga, Slava, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.originalPublicationAffiliation Sweller, John, Education, Faculty of Arts & Social Sciences, UNSW en_US
unsw.relation.school School of Education *
unsw.thesis.degreetype PhD Doctorate en_US
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