Abstract This review describes parts of our research program on example-based learning that relates to recent efforts to incorporate interactive elements into learning environments designed to support learning from worked-out examples. Since most learners spontaneously study or process examples in a very passive or superficial manner, this review focuses on how a variety of specific interactive elements in example-based leaning environments are capable of encouraging learners to actively process the examples. The review begins with an overview of the literature on worked examples and the associated self-explanation, which is important given that the quality of self-explanation is a major factor in determining whether learners benefit from studying examples. The review notes that example-based learning environments tend to be effective but often promote passive processing. It then highlights the strengths and limitations of three types interactivity introduced to example-based learning environments. The review concludes with a discussion of the role that these interactive elements play in these learning environments.
%0 Journal Article
%1 citeulike:4253411
%A Atkinson, RobertK
%A Renkl, Alexander
%B Educational Psychology Review
%D 2007
%I Springer US
%J Educational Psychology Review
%K examples
%N 3
%P 375--386
%R 10.1007/s10648-007-9055-2
%T Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples
%U http://dx.doi.org/10.1007/s10648-007-9055-2
%V 19
%X Abstract This review describes parts of our research program on example-based learning that relates to recent efforts to incorporate interactive elements into learning environments designed to support learning from worked-out examples. Since most learners spontaneously study or process examples in a very passive or superficial manner, this review focuses on how a variety of specific interactive elements in example-based leaning environments are capable of encouraging learners to actively process the examples. The review begins with an overview of the literature on worked examples and the associated self-explanation, which is important given that the quality of self-explanation is a major factor in determining whether learners benefit from studying examples. The review notes that example-based learning environments tend to be effective but often promote passive processing. It then highlights the strengths and limitations of three types interactivity introduced to example-based learning environments. The review concludes with a discussion of the role that these interactive elements play in these learning environments.
@article{citeulike:4253411,
abstract = {{Abstract\ \ This review describes parts of our research program on example-based learning that relates to recent efforts to incorporate interactive elements into learning environments designed to support learning from worked-out examples. Since most learners spontaneously study or process examples in a very passive or superficial manner, this review focuses on how a variety of specific interactive elements in example-based leaning environments are capable of encouraging learners to actively process the examples. The review begins with an overview of the literature on worked examples and the associated self-explanation, which is important given that the quality of self-explanation is a major factor in determining whether learners benefit from studying examples. The review notes that example-based learning environments tend to be effective but often promote passive processing. It then highlights the strengths and limitations of three types interactivity introduced to example-based learning environments. The review concludes with a discussion of the role that these interactive elements play in these learning environments.}},
added-at = {2017-11-15T17:02:25.000+0100},
author = {Atkinson, RobertK and Renkl, Alexander},
biburl = {https://www.bibsonomy.org/bibtex/2458f06bf6e229fbef7c1ce1808ac9ac3/brusilovsky},
booktitle = {Educational Psychology Review},
citeulike-article-id = {4253411},
citeulike-linkout-0 = {http://dx.doi.org/10.1007/s10648-007-9055-2},
citeulike-linkout-1 = {http://www.springerlink.com/content/cj17634716p178u0},
citeulike-linkout-2 = {http://link.springer.com/article/10.1007/s10648-007-9055-2},
day = 11,
doi = {10.1007/s10648-007-9055-2},
interhash = {10a525be7c76fd9066bcb808a71db8b5},
intrahash = {458f06bf6e229fbef7c1ce1808ac9ac3},
journal = {Educational Psychology Review},
keywords = {examples},
month = sep,
number = 3,
pages = {375--386},
posted-at = {2016-06-20 21:33:40},
priority = {2},
publisher = {Springer US},
timestamp = {2017-11-15T17:02:25.000+0100},
title = {{Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples}},
url = {http://dx.doi.org/10.1007/s10648-007-9055-2},
volume = 19,
year = 2007
}