Published Date: 01.04.2024
Cognitive Load Theory: Optimizing Learning through Worked Examples and Instructional Sequencing
Annotation
The present paper gives a brief overview of the cognitive load theory and presents the results of the empirical research with experimental design: the control group received instruction in a “traditional” sequence, the experimental group received problem-solving first instruction. The results of the study confirm the hypothesis that introducing worked examples is beneficial for the efficiency of instruction and provide guidelines of worked examples implementation in teaching different domains.
Keywords
| Type | Article |
| Information | WORLD OF PSYCHOLOGY № 02/2024 |
| Pages | 237-253 |
| UDK | 371.321.5 |
| DOI | 0.51944/20738528_2024_2_237 |
Library
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