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  • 18 - The Worked Example Principle in Multimedia Learning

  • from Part IV - Principles for Reducing Extraneous Processing in Multimedia Learning
  • Edited by Richard E. Mayer, University of California, Santa Barbara, Logan Fiorella, University of Georgia
  • Book:
    The Cambridge Handbook of Multimedia Learning
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 231-240

  • Summary

    This chapter outlines the tight connections between multimedia learning and worked examples in that worked examples can make multimedia learning more effective, and applying instructional multimedia guidelines makes learning from worked examples more effective. The to-be-expected effect sizes when using worked examples are discussed, and the theoretical rationale of the worked-example effect is explained (e.g., example study replaces unproductive learning by problem-solving). In addition, a set of instructional guidelines for optimizing learning from worked examples is derived from findings on factors that moderate the worked-example effect, such as fading worked steps or including incorrectly worked examples. Furthermore, the theoretical implications of the general pattern of findings on worked examples are discussed (e.g., with respect to the role of generative learning or extraneous processing). Finally, important questions to be addressed in further research are proposed.