Comparing alternative sequences of examples and problem-solving tasks: the case of conceptual knowledge

In cognitive load theory, the superiority of the Example-Problem sequence over the Problem-Example sequence has become a classic paradigm. The comparative effectiveness of these sequences, however, is subject to the influence of the factors of element interactivity and prior knowledge, and studies h...

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Bibliographic Details
Main Authors: Ouhao Chen, Geoff Woolcott, Slava Kalyuga
Format: Default Article
Published: 2021
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Online Access:https://hdl.handle.net/2134/14604135.v1
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