Abstract
In order to facilitate the transition fromlearning from worked examples in earlier stagesof skill acquisition to problem solving inlater stages, it is effective to successivelyfade out worked solution steps – in comparisonto the traditional method of employingexample-problem pairs that is frequently usedin cognitive-load research. In the presentstudies, the learning processes and mechanismsthat occur when learning in a computer-basedlearning environment containing faded workedsolution steps were examined across twoexperiments. The first experiment showed thatthe position of the faded steps did notinfluence learning outcomes; instead,individuals learned most about those principlesthat were faded. This suggested that specificself-explanation activities are triggered byfaded steps. The second experiment investigatedthis hypothesis directly by collecting andanalyzing thinking-aloud protocols generated bythe learners during their interaction with thelearning environment. No effect on productivelearning events including self-explanationscould be found. It could, however, be shownthat fading is associated with fewerunproductive learning events and, thereby,lends itself to better learning outcomes.
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Renkl, A., Atkinson, R.K. & Große, C.S. How Fading Worked Solution Steps Works – A Cognitive Load Perspective. Instructional Science 32, 59–82 (2004). https://doi.org/10.1023/B:TRUC.0000021815.74806.f6
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DOI: https://doi.org/10.1023/B:TRUC.0000021815.74806.f6