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Example-based learning in heuristic domains: can using relevant content knowledge support the effective allocation of
Nina Udvardi-Lakos1, Marlene Weirich2, Julia Asbrand3
1Educational and Developmental Psychology, Institute of Psychology, Albert-Ludwigs-University of Freiburg, Freiburg, Germany.
Frontiers in Psychology
|October 8, 2024
Summary
Using relevant content in worked examples can effectively teach both skills and knowledge simultaneously. This approach enhances learning without compromising the primary goal of skill acquisition.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Worked examples are crucial for initial skill acquisition, often using familiar content from other domains.
- Learners need to understand the content to benefit from worked examples, but this can distract from skill development.
Purpose of the Study:
- To investigate if using a relevant exemplifying domain in worked examples facilitates simultaneous acquisition of skills and content knowledge.
- To determine if relevant content distracts from the main learning objective of skill acquisition.
Main Methods:
- A training study involving 142 psychology students.
- Worked examples were presented using either a relevant or irrelevant exemplifying domain.
- Assessed cognitive load, declarative knowledge (skills and content), and argumentation quality.
Main Results:
- Incorporating relevant content knowledge did not negatively impact learning outcomes compared to irrelevant content.
- No significant difference in learning outcomes was observed between the relevant and irrelevant exemplifying domain conditions.
Conclusions:
- Worked examples with relevant exemplifying domains may be an efficient method for simultaneously fostering skills and content knowledge.
- This approach challenges previous assumptions about the need for simple, unrelated content in worked examples.
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