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Individual differences in the preference for worked examples: Lessons from an application of dispositional learning analytics
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/acp.1347openalex-snapshot
Animated pedagogical agents: does their degree of embodiment impact learning from static or animated worked examples?
inferredcites →https://doi.org/10.1002/acp.1832openalex-snapshot
Segmentation of Worked Examples: Effects on Cognitive Load and Learning
inferredcites →https://doi.org/10.1002/acp.3008openalex-snapshot
Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy
inferredcites →https://doi.org/10.1002/acp.3054openalex-snapshot
Effectiveness of Combining Worked Examples and Deliberate Practice for High School Geometry
inferredcites →https://doi.org/10.1007/978-1-4419-5546-3_28openalex-snapshot
Using Trace Data to Examine the Complex Roles of Cognitive, Metacognitive, and Emotional Self-Regulatory Processes During Learning with Multi-agent Systems
inferredcites →https://doi.org/10.1007/978-3-319-06520-5_10openalex-snapshot
Implementing a Learning Analytics Intervention and Evaluation Framework: What Works?
inferredcites →https://doi.org/10.1007/978-3-319-07221-0_44openalex-snapshot
Exploring the Assistance Dilemma: Comparing Instructional Support in Examples and Problems
inferredcites →https://doi.org/10.1007/978-3-319-61425-0_26openalex-snapshot
Hint Generation Under Uncertainty: The Effect of Hint Quality on Help-Seeking Behavior
inferredcites →https://doi.org/10.1007/978-3-540-30139-4_22openalex-snapshot
Toward Tutoring Help Seeking
inferredcites →https://doi.org/10.1007/978-3-540-69132-7_75openalex-snapshot
When Is Assistance Helpful to Learning? Results in Combining Worked Examples and Intelligent Tutoring
inferredcites →https://doi.org/10.1007/s10648-007-9049-0openalex-snapshot
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors
inferredcites →https://doi.org/10.1007/s10648-010-9134-7openalex-snapshot
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives
inferredcites →https://doi.org/10.1007/s10648-010-9143-6openalex-snapshot
Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
inferredcites →https://doi.org/10.1007/s40593-015-0089-1openalex-snapshot
Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems
inferredcites →https://doi.org/10.1016/j.cedpsych.2006.10.004openalex-snapshot
A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas
inferredcites →https://doi.org/10.1016/j.cedpsych.2010.10.002openalex-snapshot
Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)
inferredcites →https://doi.org/10.1016/j.cedpsych.2010.10.004openalex-snapshot
Effects of worked examples, example-problem, and problem-example pairs on novices’ learning
inferredcites →https://doi.org/10.1016/j.cedpsych.2019.03.005openalex-snapshot
Effects of different sequences of examples and problems on motivation and learning
inferredcites →https://doi.org/10.1016/j.chb.2008.12.011openalex-snapshot
The worked-example effect: Not an artefact of lousy control conditions
inferredcites →https://doi.org/10.1016/j.chb.2014.05.038openalex-snapshot
In search for the most informative data for feedback generation: Learning analytics in a data-rich context
inferredcites →https://doi.org/10.1016/j.chb.2015.08.038openalex-snapshot
The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments
inferredcites →https://doi.org/10.1016/j.chb.2017.08.010openalex-snapshot
Student profiling in a dispositional learning analytics application using formative assessment
inferredcites →https://doi.org/10.1016/j.chb.2018.12.019openalex-snapshot
Multimodal data to design visual learning analytics for understanding regulation of learning
inferredcites →https://doi.org/10.1016/j.chb.2019.07.007openalex-snapshot
Unpacking the intertemporal impact of self-regulation in a blended mathematics environment
inferredcites →https://doi.org/10.1016/j.compedu.2010.08.024openalex-snapshot
Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice
inferredcites →https://doi.org/10.1016/j.compedu.2010.09.016openalex-snapshot
The impact of learner attributes and learner choice in an agent-based environment
inferredcites →https://doi.org/10.1016/j.compedu.2016.10.001openalex-snapshot
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
inferredcites →https://doi.org/10.1016/j.iheduc.2015.04.007openalex-snapshot
Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review
inferredcites →https://doi.org/10.1016/j.iheduc.2015.12.003openalex-snapshot
Learning in MOOCs: Motivations and self-regulated learning in MOOCs
inferredcites →https://doi.org/10.1016/j.learninstruc.2013.12.001openalex-snapshot
Effects of pairs of problems and examples on task performance and different types of cognitive load
inferredcites →https://doi.org/10.1016/j.learninstruc.2017.10.002openalex-snapshot
Self-regulated learning of principle-based concepts: Do students prefer worked examples, faded examples, or problem solving?
inferredcites →https://doi.org/10.1016/s0166-4115(00)80010-2openalex-snapshot
A Social-Cognitive, Control-Value Theory of Achievement Emotions
inferredcites →https://doi.org/10.1017/cbo9781139547369.020openalex-snapshot
The Worked Examples Principle in Multimedia Learning
inferredcites →https://doi.org/10.1080/02699931.2016.1204989openalex-snapshot
Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales
inferredcites →https://doi.org/10.1108/qrde-12-2016-0003openalex-snapshot
What Learning Analytics-Based Prediction Models Tell us About Feedback Preferences of Students
inferredcites →https://doi.org/10.1109/tlt.2017.2662679openalex-snapshot
Towards Actionable Learning Analytics Using Dispositions
inferredcites →https://doi.org/10.1109/tlt.2018.2823317openalex-snapshot
From Study Tactics to Learning Strategies: An Analytical Method for Extracting Interpretable Representations
inferredcites →https://doi.org/10.1111/j.1365-2923.2009.03498.xopenalex-snapshot
Cognitive load theory in health professional education: design principles and strategies
inferredcites →https://doi.org/10.1111/j.1756-8765.2008.01011.xopenalex-snapshot
Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?
inferredcites →https://doi.org/10.1145/2330601.2330629openalex-snapshot
Learning dispositions and transferable competencies
inferredcites →https://doi.org/10.1145/3170358.3170385openalex-snapshot
Investigating learning strategies in a dispositional learning analytics context
inferredcites →https://doi.org/10.1177/016146811711900305openalex-snapshot
Leveraging Big Data to Help Each Learner and Accelerate Learning Science
inferredcites →https://doi.org/10.1177/016146811711901312openalex-snapshot
The Trajectory of Scholarship about Self-Regulated Learning
inferredcites →https://doi.org/10.1201/b10274-17openalex-snapshot
A Response-Time Model for Bottom-Out Hints as Worked Examples
inferredcites →https://doi.org/10.1348/000709906x118036openalex-snapshot
Examining a multidimensional model of student motivation and engagement using a construct validation approach
inferredcites →https://doi.org/10.18608/jla.2018.53.8openalex-snapshot
Using Temporal Analytics to Detect Inconsistencies Between Learning Design and Students’ Behaviours
inferredcites →https://doi.org/10.3389/fpsyg.2017.00422openalex-snapshot
A Review of Self-regulated Learning: Six Models and Four Directions for Research
inferredcites →https://doi.org/10.3389/fpsyg.2017.00839openalex-snapshot
Parenting Stress, Mental Health, Dyadic Adjustment: A Structural Equation Model
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.1002/acp.3701openalex-snapshot
Advances in designing instruction based on examples
inferred← citeshttps://doi.org/10.1002/acp.3702openalex-snapshot
Embracing complexity in research on learning from examples and from problem solving
inferred← citeshttps://doi.org/10.1002/acp.3706openalex-snapshot
Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach
inferred← citeshttps://doi.org/10.1002/acp.3925openalex-snapshot
The impact of algebra worked example presentations on student learning
inferred← citeshttps://doi.org/10.1002/tl.20550openalex-snapshot
Prior achievement in math impacts adolescents’ help‐seeking behavior in interactive learning environments
inferred← citeshttps://doi.org/10.1007/978-3-031-18512-0_3openalex-snapshot
Incorporating Time in Dispositional Learning Analytics Models
inferred← citeshttps://doi.org/10.1007/978-3-031-54207-7_12openalex-snapshot
Dispositional Learning Analytics to Comprehend Blended Learning
inferred← citeshttps://doi.org/10.1007/978-3-032-05817-1_11openalex-snapshot
The Role of Achievement & Epistemic Emotions in E-Tutorial Engagement and Student Performance
inferred← citeshttps://doi.org/10.1007/978-3-032-21997-8_23openalex-snapshot
Students Use of Self-testing Learning Strategies: What Dispositional Learning Analytics Can Tell
inferred← citeshttps://doi.org/10.1007/s10648-020-09544-yopenalex-snapshot
The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks
inferred← citeshttps://doi.org/10.1007/s10648-020-09562-wopenalex-snapshot
Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences
inferred← citeshttps://doi.org/10.1016/j.edurev.2026.100849openalex-snapshot
If learners have a choice! A systematic literature review on feedback choice in computer-based learning
inferred← citeshttps://doi.org/10.1016/j.ijer.2025.102573openalex-snapshot
Self-regulation of Flow: Creating “Seemingly Effortless” Learning Among Higher Education Students
inferred← citeshttps://doi.org/10.1017/9781108894333.006openalex-snapshot
Research Methods in Multimedia Learning
inferred← citeshttps://doi.org/10.1017/9781108894333.035openalex-snapshot
Principles Based on Generative Activity in Multimedia Learning
inferred← citeshttps://doi.org/10.1017/9781108894333.043openalex-snapshot
The Learner Control Principle in Multimedia Learning
inferred← citeshttps://doi.org/10.1080/10376178.2025.2461541openalex-snapshot
Engagement, satisfaction and motivation in online and hybrid learning environments among nursing students: a cross-sectional comparative study
inferred← citeshttps://doi.org/10.1111/bjet.13290openalex-snapshot
Assessment validity and learning analytics as prerequisites for ensuring student‐centred learning design
inferred← citeshttps://doi.org/10.1186/s12909-022-03460-1openalex-snapshot
Learning from errors? The impact of erroneous example elaboration on learning outcomes of medical statistics in Chinese medical students
inferred← citeshttps://doi.org/10.18608/jla.2023.7841openalex-snapshot
Modelling Temporality in Person- and Variable-Centred Approaches
inferred← citeshttps://doi.org/10.22215/etd/2024-15867openalex-snapshot
Investigating the Effect of Interface Scaffolding and Example Design on Learning and Performance in a Code-Tracing Tutor
inferred← citeshttps://doi.org/10.33540/697openalex-snapshot
Acquiring problem-solving skills in higher education
inferred← citeshttps://doi.org/10.3389/feduc.2024.1382771openalex-snapshot
Understanding self-regulation strategies in problem-based learning through dispositional learning analytics
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1387095openalex-snapshot
Example-based learning in heuristic domains: can using relevant content knowledge support the effective allocation of intrinsic, extraneous, and germane cognitive load?
inferred← citeshttps://doi.org/10.33965/celda2022_202207l017openalex-snapshot
STUDENTS USE OF LEARNING AIDS: LESSONS FROM LEARNING ANALYTICS
inferred← citeshttps://doi.org/10.59532/tvho.v41i1.13956openalex-snapshot
Learning analytics en de noodzaak van rijke data
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