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Related Experiment Video

Updated: Jan 20, 2026

How Children Solve Problems Using Causal Reasoning
06:23

How Children Solve Problems Using Causal Reasoning

Published on: April 30, 2023

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Element interactivity as a factor influencing the effectiveness of worked example-problem solving and problem

Ouhao Chen1, Endah Retnowati2, Slava Kalyuga3

  • 1National Institute of Education, Nanyang Technological University, Singapore, Singapore.

The British Journal of Educational Psychology
|August 30, 2019
PubMed
Summary
This summary is machine-generated.

The worked example-problem solving sequence benefits novice learners with high element interactivity tasks. For low element interactivity tasks, sequence order does not impact learning for more knowledgeable students.

Keywords:
cognitive load theoryelement interactivityexpertiseproblem solvingworked examples

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Area of Science:

  • Cognitive psychology
  • Educational psychology
  • Instructional design

Background:

  • The worked example effect suggests learning is enhanced by studying worked examples before solving problems.
  • Problem solving-worked example sequences offer an alternative instructional approach.
  • Previous research suggests worked example-problem solving is superior for novices with high element interactivity, but experimental manipulation of element interactivity is lacking.

Purpose of the Study:

  • To investigate how element interactivity levels and learner prior knowledge affect two example-based learning sequences: worked example-problem solving vs. problem solving-worked example.
  • To experimentally manipulate element interactivity levels in a controlled manner.

Main Methods:

  • Two experiments were conducted with primary (Year 5) and secondary (Year 8) students.
  • A 2x2 experimental design was used, manipulating sequence (worked example-problem solving vs. problem solving-worked example) and element interactivity (low vs. high).
  • Learner prior knowledge was a key factor in analyzing results.

Main Results:

  • The worked example-problem solving sequence proved advantageous for high element interactivity materials, particularly for novice learners.
  • No significant differences were found between the two sequences for low element interactivity materials among more knowledgeable learners.
  • Learner prior knowledge and task element interactivity interact to determine the optimal sequence.

Conclusions:

  • The study confirms the benefit of the worked example-problem solving sequence for novices with complex material.
  • Findings extend prior research by experimentally controlling element interactivity levels.
  • Instructional design should consider both learner expertise and task complexity when sequencing examples and problems.