Worked-example effect

Article summary

The worked-example effect is a learning effect predicted by cognitive load theory. Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving :233 and discovery learning. According to Sweller: "The worked example effect is the best known and most widely studied of the cognitive load effects". Worked examples improve learning by reducing cognitive load during skill acquisition, and "is one of the earliest and probably the best known cognitive load reducing technique". In particular, worked examples provide instructions to reduce extraneous cognitive load and increase germane cognitive load for the learner initially when few schemas are available. Intrinsic cognitive load is a third type of cognitive load that provides a base load that is irreducible. Extraneous load is reduced by scaffolding of worked examples at the beginning of skill acquisition. Finally, worked examples can also increase germane load when prompts for self-explanations are used. Renkl suggests that worked examples are best used in "sequences of faded examples for certain problem types in order to foster understanding in skill acquisition," and that prompts, help system, and/or training be used to facilitate the learners' self-explanations.…

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