Using Worked Examples

What are worked examples?

  1. A worked example is a step-by-step demonstration of how to perform a task or solve a problem.
  2. It helps to reduce load in working memory so that the learning of new tasks is made for efficient.
  3. Worked examples are different from practice-based problems. For practice-based problem solving, learners tend to employ typical novice strategies. Worked examples are structured with goals and underlying principles so that learners can abstract the information for mapping to similar or even different problems.
  4. The fundamental purpose of worked examples is to illustrate a principle or pattern. That is, going from surface structure to deep structure of problems, focus on structural aspects of problems to derive the underlying concept common to the examples.
  5. Worked examples are generally good for new tasks and novice learners.

Basic Model

  1. Include a problem statement
  2. A procedure for solving the problem
  3. Show how other similar problems might be solved
  4. An expert solving model for studying
  5. Step-by-step solutions
  6. Include auxiliary representations of the problem (e.g. diagrams)
  7. Purpose: to illustrate a principle or pattern


A Task for You

If you were to design worked examples, which of the following principles would you prefer?

1 /  / Use practice-based problems. Do not use worked examples. /  / Replace some practice problems with worked examples.
2 /  / Use short procedures to explain worked examples. /  / Use elaborated procedures to explain
worked examples.
3 /  / Use textual explanations. /  / Use aural aids, graphics, diagrams to help explain.
4 /  / Focus on the explanation of the
solution. /  / Break the example into sub-problems & explain the goal of each sub-problem.
5 /  / Explain underlying principle. /  / Explain adaptations to other problems.
6 /  / Use a simple worked example followed by a complex one. /  / Use a number of worked examples with eachexample to solve a similar problem.
7 /  / Use one realistic worked example coupled with clear steps for explanation. /  / Use several worked examples with different cover stories to illustrate the same underlying principle.
8 /  / Use one worked example, followed by a practice problem. /  / Show a number of worked examples first, then followed by a number of practice problems.
9 /  / Use worked examples for new tasks or novice learners. /  / Use worked examples for skilled learners.

Design Principles for Worked Examples

  1. Replace some practice problems with worked examples. Get learners’attention by leaving some parts missing so the learners must fill in. Or make the worked example interactive by inserting a question that requires the learners to study the worked example. (Clark & Mayer, 2003)
  2. Elaborated versions of worked examples are better than short versions.
  3. Minimize cognitive load of the learner by integrating textual explanations as well as visual representations.
  4. Break the problem of the worked example into sub-problems. Clearly illustrate the solution of each sub-problem with steps. Relate the steps to a sub-goal.
  5. Explain the underlying principle employed for the worked example. Explain the sub-goals and how they integrate to explicate the underlying principle.
  6. More examples with various surface stories are good for variability. If time is limited, employ a simple example, followed by a complex example.
  7. Procedural tasks are good for near transfer. Employ one job-realistic example and display clear steps with it. The example and steps can be written in manual for frequent and quick reference.

Far transfer tasks like problem solving tasks and tasks that involve judgment require several examples with different cover stories to illustrate the same underlying principle.

  1. It is better to use alternating treatment (example 1 + practice 1) than blocked treatment (example 1, example 2, example 3 + practice 1, practice 2, practice 3) to help transfer.
  2. Plan a series of worked examples with each example to illustrate a key feature. The series should progressively illustrate a key dimension. Students immediately work on similar problems of each worked example.
  3. Worked examples are generally good for new tasks and novice learners. It is better to design the first sessions for the studying of worked examples and the doing of practice-based problems. In later sessions, work on solving problems by applying the principles learned in earlier sessions.

(from Clark & Mayer (2003), Mayer (2003), & Atkinson, Derry, Renkl, & Wortham (2000))

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