Abstract
This paper reports on work in progress to examine and improve the effectiveness of instructional sequences containing worked examples and fading solution steps in the domain of introductory electrical circuit analysis. We pay close attention to the ability levels of the learners, which have not been considered in detail in previous studies on fading. Our preliminary results indicate that different static paces of fading or adaptive fading can make instructional sequences with fading more effective for learners with a range of ability levels
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