TY - JOUR
T1 - Structuring the transition from example study to problem solving in cognitive skill acquisition
T2 - A cognitive load perspective
AU - Renkl, Alexander
AU - Atkinson, Robert K.
PY - 2003
Y1 - 2003
N2 - Cognitive load research has shown that learning from worked-out examples, in comparison to problem solving, is very effective during the initial stages of cognitive skill acquisition. In later stages, however, solving problems is superior. In this contribution, theoretical analyses of different types of cognitive load and their changes over the stages of skill acquisition are presented. Two basic arguments are put forth: (a) Intrinsic cognitive load gradually decreases so that a gradual increase of problem-solving demands is possible without inducing cognitive overload, (b) In contrast to the earlier stages, different learner activities during the later stages constitute either germane or extraneous load, because different instructional goals are to be achieved. Based on these analyses, we propose a fading procedure in which problem-solving elements are successively integrated into example study until the learners are expected to solve problems on their own. Empirical evidence supporting this fading procedure is provided, and future research is proposed that focuses on how to ensure that the fading procedure is adaptive to the learners' prior knowledge levels.
AB - Cognitive load research has shown that learning from worked-out examples, in comparison to problem solving, is very effective during the initial stages of cognitive skill acquisition. In later stages, however, solving problems is superior. In this contribution, theoretical analyses of different types of cognitive load and their changes over the stages of skill acquisition are presented. Two basic arguments are put forth: (a) Intrinsic cognitive load gradually decreases so that a gradual increase of problem-solving demands is possible without inducing cognitive overload, (b) In contrast to the earlier stages, different learner activities during the later stages constitute either germane or extraneous load, because different instructional goals are to be achieved. Based on these analyses, we propose a fading procedure in which problem-solving elements are successively integrated into example study until the learners are expected to solve problems on their own. Empirical evidence supporting this fading procedure is provided, and future research is proposed that focuses on how to ensure that the fading procedure is adaptive to the learners' prior knowledge levels.
UR - http://www.scopus.com/inward/record.url?scp=0037412702&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0037412702&partnerID=8YFLogxK
U2 - 10.1207/S15326985EP3801_3
DO - 10.1207/S15326985EP3801_3
M3 - Article
AN - SCOPUS:0037412702
SN - 0046-1520
VL - 38
SP - 15
EP - 22
JO - Educational Psychologist
JF - Educational Psychologist
IS - 1
ER -