Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures

  title={Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures},
  author={Peter Gerjets and Katharina Scheiter and Richard Catrambone},
  journal={Instructional Science},
It is usually assumed that successful problemsolving in knowledge-rich domains depends onthe availability of abstract problem-typeschemas whose acquisition can be supported bypresenting students with worked examples. [] Key Result Wereview findings from five of our own studiesthat yield evidence for the fact thatprocessing modular examples is associated witha lower degree of intrinsic cognitive load andthus, improves learning.
When worked examples don't work: Is cognitive load theory at an Impasse?☆
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  • Education
    J. Inf. Syst. Educ.
  • 2009
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