Poster #18 - Does Learners' Shifting Ability Moderate the Worked Example Effect on Statistical Reasoning? A Replication Study

• In Event: 21.063 - MTCC Poster Session Three
  In Poster Session: 21.063-2 - Social and Cognitive Influences on Academic Performance

Abstract

Schwaighofer, Bühner, & Fischer (2016) found that the worked example (WE) effect is not moderated by working memory capacity but by learner’s shifting ability. Results of our replication study (N = 231 university students) indicate that these - in light of cognitive load theory surprising - findings cannot be explained by the lack of time pressure in the original study. WEs are similarly beneficial for learners with low and high working memory capacity even when learners are under time pressure. WEs are, however, more beneficial for learners with low shifting ability. A complex interplay of working memory capacity and shifting ability is suggested as explanation for the WE effect in authentic learning contexts.

Authors

• Sarah Bichler, Ludwig-Maximilians-Universität München

• Matthias Stadler

• Markus Bühner

• Samuel Greiff, University of Luxembourg

• Frank Fischer, Ludwig Maximilian University of Munich