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Cognitive Load Theory and Instructional Design: Recent Developments
TLDR
Cognitive load theory (CLT) is a major theory providing a framework for investigations into cognitive processes and instructional design, and by simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.
Learning from Worked-Out-Examples: A Study on Individual Differences
TLDR
Individual differences in learning from worked-out examples with respect to the quality of self-explanations were found to be multidimensional and successful learners tended to employ more prlnciplebased explanations, more explication of operator-goal combinations, and more anticipative reasoning.
Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture
TLDR
The basics of cognitive load theory are described, the origins of the instructional implications are sketched, the articles accepted for this special issue as a representative sample of current research in this area are introduced, and the overall results in the context of the theory are discussed.
Learning from Examples: Instructional Principles from the Worked Examples Research
Worked examples are instructional devices that provide an expert's problem solution for a learner to study. Worked-examples research is a cognitive-experimental program that has relevance to
Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective
Cognitive load research has shown that learning from worked-out examples, in comparison to problem solving, is very effective during the initial stages of cognitive skill acquisition. In later
Toward an Instructionally Oriented Theory of Example-Based Learning
TLDR
This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning.
Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps.
Although research has demonstrated that successively fading or successively removing more and more worked-out solution steps as learners transition from relying on examples to independent problem
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