Instruction-first and problem-solving-first approaches: alternative pathways to learning complex tasks

Abstract

According to cognitive load theory, using worked examples is an effective and efficient instructional strategy for initial cognitive skill acquisition for novice learners, as it reduces cognitive load and frees up cognitive resources to build task competence. Contrary to this, productive failure (as well as invention learning, desirable difficulties and other problem-solving-first) frameworks suggest that scaffolded problem-solving activities (a generation phase) preceding explicit instruction enhance learners’ performance. The reported experimental study investigated the effectiveness of different levels of instructional guidance provided to students during the learning phase preceding explicit instruction in standard solution procedures in enhancing students’ engagement and transfer problem-solving skills. Specifically, the study compared partially-guided or unguided attempts at generating problem solutions as opposed to comprehensive guidance, in the form of a worked example. Levels of experienced cognitive load and learner motivation were evaluated in addition to delayed post-test performance scores. There were no differences between the three groups on the transfer post-test outcomes, even though the condition with fully-guided worked examples prior to the explicit instruction expectedly reduced cognitive load relative to the conditions without such guidance. There were also differences between the conditions on some sub-dimensions of the motivation scale. In general, the findings indicate that similar overall outcomes (delayed transfer performance) could be achieved by different sequences of instructional tasks aimed at achieving different sets of specific goals.