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Learning from Comparing Multiple Examples: On the Dilemma of “Similar” or “Different”

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Abstract

Although researchers have demonstrated that studying multiple examples is more effective than studying one example to facilitate learning, the principles found in the literature for designing multiple examples remain ambiguous. This paper reviews variation theory research on example design which sheds light on unclear issues regarding the effects of example variability. First, the distinction of surface/structural should be replaced by critical/uncritical in example study. Aspects and features that are critical to students’ understanding should be identified and compared in example design. Second, variation as well as similarity among examples should be taken into consideration in example design. Certain patterns of variation and invariance should be adopted to systematically determine the variability of examples. Third, students with different levels of prior knowledge perceive different aspects of examples that are critical for their learning. Examples should be designed according to aspects that are critical to specific students.

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Acknowledgments

This research was based on the project “An Investigation of Creating Effective Problem Context in Teaching Mathematics” supported by Key Project of Ministry of Education, Plan of National Science of Education of China (GIA117009), and a research grant from the Hong Kong Research Grants Council. We thank the anonymous reviewers for their constructive comments and suggestions.

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Authors and Affiliations

  1. Institute of Education, Xiamen University, Xiamen, China

    Jian-Peng Guo

  2. Faculty of Education, The University of Hong Kong, Hong Kong S.A.R., China

    Ming Fai Pang

  3. College of Education, University of Iowa, Iowa, USA

    Ling-Yan Yang

  4. Graduate School of Education, Fordham University, New York, USA

    Yi Ding

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Guo, JP., Pang, M.F., Yang, LY. et al. Learning from Comparing Multiple Examples: On the Dilemma of “Similar” or “Different”. Educ Psychol Rev 24, 251–269 (2012). https://doi.org/10.1007/s10648-012-9192-0

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