This study compared conventional static fading, where die problem solving responsibility of the learner increases at a fixed sequence, with a novel adaptive fading design in which the learner assumes more problem solving responsibility only if her or his previous solution attempt is successful. This study was conducted in the engineering knowledge domain of introductory electrical circuit analysis with high school students. A 2 (static or adaptive fading) × 2 (lower or higher academic ability) Analysis of Variance (ANOVA) yielded a significant main effect on retention and transfer performance: with adaptive fading the participants scored significantly higher on retention and transfer than with static fading, wliile not requiring more learning time or learning material.
|Original language||English (US)|
|Number of pages||10|
|Journal||Journal of Engineering Education|
|State||Published - Jan 1 2006|
- Cognitive load
- Worked example
ASJC Scopus subject areas