Tracing Effect in the Worked Examples-based Learning: An Exploration of Individual Differences in Working Memory Capacity

Lian-Ming Yeo,Yuh-Tsuen Tzeng

doi:10.29333/ejmste/105482

Abstract

Previous study has shown that tracing gesture may enhance the worked example-based learning by reducing cognitive load. The present study attempted to replicate the previous results and further explored the individual differences in tracing effect in relation to the learners’ working-memory capacity. Specifically, 11- to 13-year-old students varies in their working-memory capacity were asked to study worked examples on angles relationships involving parallel lines either without tracing instruction or with tracing instruction. The results showed that the tracing group outperformed the non-tracing group on a subsequent test and reported lower levels of test difficulty. In addition, the learning outcomes between the low- and high-capacity individuals in both conditions were comparable, suggesting that tracing gesture offers a simple yet effective embodied technique that may further enhances the worked example-based learning by reducing cognitive load, however, its facilitation effect was not affected by the individuals’ working-memory capacity.

Highlights

Since 1980s, cognitive load theory has developed rapidly as an influential theory in the fields of educational psychology
The present study provided the first evidence on the role of individual differences in working-memory capacity to investigate the effect of tracing gesture on cognitive load and geometrical problem solving
The present study was designed to replicate the findings of previous research (Hu et al, 2015) on the effect of tracing gesture in the worked example-based instruction and further explore whether there are individual differences in the tracing effect in relation to the learners’ working-memory capacity

Summary

INTRODUCTION

Since 1980s, cognitive load theory has developed rapidly as an influential theory in the fields of educational psychology. The present study provided the first evidence on the role of individual differences in working-memory capacity to investigate the effect of tracing gesture on cognitive load and geometrical problem solving. The findings suggested that tracing gestures used in the worked examples facilitate the construction of better problem-solving schemas over and above the typical benefits of learning from the materials that already been generated from cognitive load-based instructional design. Given the initial evidence that the explicit instruction to trace out the essential elements in the worked examples might facilitate the learning for novices in terms of test performance and the experienced cognitive load, the present study was designed to replicate the previous results and further explore whether there are individual differences in the tracing effect in relation to the learners’ working-memory capacity. Note that the tracing gesture effect in relation to the learners’ working memory capacity is still understudied, the present hypotheses should be regarded as exploratory in nature

Participants

RESULTS

DISCUSSION