Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why example-based learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions.

Additional Metadata
Keywords Cognitive load, Instructional design, Modeling, Social learning, Worked examples
Persistent URL dx.doi.org/10.1007/s10648-010-9134-7, hdl.handle.net/1765/61680
Journal Educational Psychology Review
Citation
van Gog, T.A.J.M, & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review (Vol. 22, pp. 155–174). doi:10.1007/s10648-010-9134-7