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Related Experiment Videos

Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations

Renkl1, Stark, Gruber

  • 1School of Education, Schwäbisch Gmünd, Germany

Contemporary Educational Psychology
|March 26, 1998
PubMed
Summary
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Eliciting self-explanations significantly improves transferable knowledge acquisition from worked-out examples, particularly for learners with lower prior knowledge. Multiple examples did not enhance transfer performance when self-explanations were elicited.

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Learning from worked-out examples is a common instructional method.
  • The effectiveness of worked-out examples can be influenced by factors like example variability and self-explanation strategies.
  • Understanding how these factors impact the acquisition of transferable knowledge is crucial for optimizing learning.

Purpose of the Study:

  • To investigate the impact of example variability and elicited self-explanations on transferable knowledge acquisition.
  • To examine if prior topic knowledge moderates the effects of these learning strategies.
  • To assess the role of self-explanation quality in learning from worked-out examples.

Main Methods:

  • A 2x2 factorial design was employed with 56 bank apprentices learning compound and real interest calculations.

Related Experiment Videos

  • Factors included uniform versus multiple examples and spontaneous versus elicited self-explanations.
  • Learning outcomes were measured using a post-test with near- and far-transfer problems.

    • Main Results:

    • Eliciting self-explanations supported the acquisition of transferable knowledge.
    • Learners with low prior topic knowledge particularly benefited from elicited self-explanations for near-transfer tasks.
    • The hypothesis that multiple examples enhance transfer performance, even with elicited self-explanations, was not supported.

    Conclusions:

    • The quality of self-explanations plays a causal role in knowledge acquisition when learning from worked-out examples.
    • Eliciting self-explanations is a beneficial strategy for promoting transferable knowledge, especially for novices.
    • Instructional design should focus on fostering effective self-explanations rather than solely on increasing example variability.