Sequencing Problem-Solving and Worked Examples: Effects on Performance, Cognitive Load and Judgments of Learning (Stage 1, 2:26 PM)

• In Event: e-Lightning Ed-Talk Session 13 - Stage 1

Abstract

This study examines the effects of four instructional sequences—problem-solving only (PS), problem-solving followed by worked examples (PS–WE), worked examples followed by problem-solving (WE–PS), and worked examples only (WE)—on performance, cognitive load, mental effort, and judgments of learning (JOLs). A total of 124 participants learned to solve mathematical equations using one of the four formats. PS, PS–WE, and WE–PS led to significantly better performance than WE. The PS condition showed consistent decreases in cognitive load and mental effort alongside increased JOLs. Mixed results were observed in sequences combining problem-solving and worked examples. No significant effects were found in the WE condition. These findings support the inclusion of problem-solving to enhance learning efficiency and metacognitive judgments.

Author

• Ines Zeitlhofer, Paris Lodron University Salzburg