Abstract
Decades of research has shown that example-based learning is an effective instructional strategy for learning new skills. The field of learning from examples is seeing a shift in focus towards more innovative and use-inspired research, in part because the use of examples for informal and formal learning purposes has mushroomed. This special issue comprises a set of eight papers in which students learned a procedural skill from worked examples or modeling examples. Each study characterizes a recent development towards more innovative example-based learning research. These developments are: (a) the integration of social-cognitive and cognitive example research, (b) the integration of example-based learning and analogical reasoning research, (c) the extension of traditional Cognitive Load Theory effects, (d) a greater focus on learning from (productive) errors, and (e) more research on individual differences. This special issue concludes with insightful commentary articles written by Prof. Dr. Katharina Scheiter and Prof. Dr. Richard Mayer.
| Original language | English |
|---|---|
| Pages (from-to) | 787-792 |
| Number of pages | 6 |
| Journal | Applied Cognitive Psychology |
| Volume | 34 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1 Jul 2020 |
Funding
During the realization of this special issue, Vincent Hoogerheide was supported by a NWO Rubicon grant (#446-17-007). The guest editors would like to thank the reviewers of the special issue. We also thank Prof. Dr. Graham Davies for granting us the wonderful opportunity of compiling this special issue and for his thoughtful guidance along the way.
Keywords
- cognitive load theory
- example-based learning
- modeling examples
- problem solving
- worked examples