NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Testing after Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy
Peer reviewed Peer reviewed
Direct linkDirect link
van Gog, Tamara; Kester, Liesbeth; Dirkx, Kim; Hoogerheide, Vincent; Boerboom, Joris; Verkoeijen, Peter P. J. L. – Educational Psychology Review, 2015
Four experiments investigated whether the testing effect also applies to the acquisition of problem-solving skills from worked examples. Experiment 1 (n?=?120) showed no beneficial effects of testing consisting of "isomorphic" problem solving or "example recall" on final test performance, which consisted of isomorphic problem…
Descriptors: Testing, Problem Solving, Performance, Comparative Analysis
The Testing Effect for Learning Principles and Procedures from Texts
Peer reviewed Peer reviewed
Direct linkDirect link
Dirkx, Kim J. H.; Kester, Liesbeth; Kirschner, Paul A. – Journal of Educational Research, 2014
The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudied the text, and finally took the test a second…
Descriptors: Testing, Retention (Psychology), High School Students, Problem Solving
A Test of the Testing Effect: Acquiring Problem-Solving Skills from Worked Examples
Peer reviewed Peer reviewed
Direct linkDirect link
van Gog, Tamara; Kester, Liesbeth – Cognitive Science, 2012
The "testing effect" refers to the finding that after an initial study opportunity, testing is more effective for long-term retention than restudying. The testing effect seems robust and is a finding from the field of cognitive science that has important implications for education. However, it is unclear whether this effect also applies…
Descriptors: Testing, Problem Solving, Skill Development, Study
Effects of Worked Examples, Example-Problem, and Problem-Example Pairs on Novices' Learning
Peer reviewed Peer reviewed
Direct linkDirect link
van Gog, Tamara; Kester, Liesbeth; Paas, Fred – Contemporary Educational Psychology, 2011
Research has demonstrated that instruction that relies more heavily on example study is more effective for novices' learning than instruction consisting of problem solving. However, "a heavier reliance on example study" has been implemented in different ways. For example, worked examples only (WE), example-problem pairs (WE-PS), or problem-example…
Descriptors: Instructional Design, Learning Strategies, Problem Solving, Educational Psychology
Effects of Fading Support on Hypertext Navigation and Performance in Student-Centered E-Learning Environments
Peer reviewed Peer reviewed
Direct linkDirect link
Kester, Liesbeth; Kirschner, Paul A. – Interactive Learning Environments, 2009
Whether fading support for problems affects accuracy of hypertext navigation and problem performance is investigated in this study. In a student-centered e-learning environment conceptual support is added to help domain novices get an overview of the problem domain, while strategic support is provided to help domain novices get insight into the…
Descriptors: Computer System Design, Hypermedia, Program Effectiveness, Problem Solving
Just-in-Time Information Presentation: Improving Learning a Troubleshooting Skill
Peer reviewed Peer reviewed
Direct linkDirect link
Kester, Liesbeth; Kirschner, Paul A.; van Merrienboer, Jeroen J. G. – Contemporary Educational Psychology, 2006
Troubleshooting in a practice situation requires two types of information, namely for reasoning about the problem-cause and for finding an adequate solution ("declarative information") and for manipulating the environment ("procedural information"). It is hypothesized that presenting this information piece-by-piece during practice (i.e.,…
Descriptors: Troubleshooting, Problem Solving, Thinking Skills, Memory