Computer-Based Learning of Mathematics From Worked Examples: Focused and Menu-Based Self-Explanations

• In Event: Poster Session 12
  In Poster Session: Explorations at the Intersection of Technology and Learning

Abstract

Worked examples and self-explanation prompts are effective instructional means to teach initial skill acquisition. Prior research on these learning strategies with college populations show an overall increase in learning performance. To establish the findings with a different population, this study compared the effectiveness of four instructional formats (worked examples and menu-based; worked examples and focused; problem-solving and menu-based; and problem-solving and focused) on reducing cognitive load and increasing learning performance with sixth graders (N = 122). The results show that the problem-solving conditions outperformed the worked example conditions. More importantly, results provide insight into the relationship between the instructional formats and cognitive load scores. Findings are discussed in terms of their implications for future multimedia learning research with K-12.

Authors

• Rachel Min Wong, Washington State University - Pullman

• Olusola Olalekan Adesope, Washington State University

• Kira Joy Carbonneau, Washington State University - Pullman