WIP: Effectiveness of Worked
Examples and Fading in
Introductory Electrical Circuit
Analysis for Learners of Different
Ability Levels
Jana Reisslein, Martin Reisslein,
and Patrick Seeling
Arizona State University
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Worked Example: Definition and Benefits
Components of a worked example:
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1.
2.
3.
Problem statement
Individual solution steps
Statement of final solution
How can they be effective in advancing skill
acquisition?
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

Actively process WE, scaffolding, provide
opportunities for practice
Advance to independently solve problems
2
Fading
Smooth transitioning from studying WE to
independent problem solving
Backward fading


1.
2.
3.
4.
5.
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Fully worked example
Learner attempts last solution step
Lerner attempts last two solution steps
…
Learner independently solves problem
Instructional feedback on solution attempts,
demonstrated how to solve correctly
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Related Research



Investigated fading with social science
students in domain of probability theory
Considered only fading designs with one fixed
pace of fading, i.e., one more solution step to
solve per problem
This research:


Conducted with engineering students in domain of
electrical circuit analysis
Considers different paces of fading/ adaptive
fading
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Example-Problem, Prob.-Ex., & Fading
Example-problem pairs: worked example
=> practice problem
Problem-example pairs: Practice problem
=> worked example
Ability by instructional sequ. interaction
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Prob.-Ex., fading: high-prior know. learners
outperform low-prior know. learners
Ex.-prob.: low-prior know. learners outperform
high-prior know. learners
Worked example, expertise reversal effects
Important to consider level of prior know.
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Different Static Paces of Fading
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Adaptive Fading
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Conclusion


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Level of prior knowledge and ability of
learners needs to be considered in
instructional design
Developed novel fading designs
Provide effective worked example based
instruction for engineering
Future research: learner interaction, role of
feedback, increasing germane cognitive load
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