
06603141
j
2016e.00402
HancockNiemic, Mary A.
Lin, Lijia
Atkinson, Robert K.
Renkl, Alexander
Wittwer, Joerg
Examplebased learning: exploring the use of matrices and problem variability.
Educ. Technol. Res. Dev. 64, No. 1, 115136 (2016).
2016
Springer US, New York, NY; Association for Educational Communications and Technology (AECT), Bloomington, IN
EN
D45
U75
U55
K55
worked example
matrix
problem structure
fading example
examplebased instruction
doi:10.1007/s1142301594038
Summary: The purpose of the study was to investigate the efficacy of using faded worked examples presented in matrices with problem structure variability to enhance learners' ability to recognize the underlying structure of the problems. Specifically, this study compared the effects of matrixformat versus linearformat faded worked examples combined with equivalent problem structure versus contrast problem structure on learning. A total of 113 undergraduate students recruited from campus were randomly assigned to one of the four experimental conditions formed by a $2\times 2$ factorial design. The results revealed three significant interactions on accuracy of anticipations, near transfer and medium transfer, suggesting that matrices foster learning when they contain contraststructure problems but not with equivalentstructure problems.