%0 Journal Article %T Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures %+ Knowledge Media Research Center (KRMC) %+ Department of Applied Cognitive Psychology and Media Psychology %+ School of Psychology %A Gerjets, Peter %A Scheiter, Katharina %A Catrambone, Richard %Z This is a pre-print version of the article published in Instructional Science 31(1-2), 33-58 © Springer, 2004. The original publication is available at http://www.springerlink.com/content/jl14q60710wn5088/ %< avec comité de lecture %@ 0020-4277 %J Instructional Science %I Springer Verlag %V 32 (1-2) %P 33-58 %8 2004 %D 2004 %R 10.1023/B:TRUC.0000021809.10236.71 %K cognitive load %K schema acquisition %K worked-out examples %K cognitive skill acquisition %K example design %Z Computer Science [cs]/Technology for Human LearningJournal articles %X It is usually assumed that successful problem solving in knowledge-rich domains depends on the availability of abstract problem-type schemas whose acquisition can be supported by presenting students with worked examples. Conventionally designed worked examples often focus on information that is related to the main components of problem-type schemas, namely on information related to problem-category membership, structural task features, and category-specific solution procedures. However, studying these examples might be cognitively demanding because it requires learners to simultaneously hold active a substantial amount of information in working memory. In our research, we try to reduce intrinsic cognitive load in example-based learning by shifting the level of presenting and explaining solution procedures from a `molar' view – that focuses on problem categories and their associated overall solution procedures – to a more `modular' view where complex solutions are broken down into smaller meaningful solution elements that can be conveyed separately. We review findings from five of our own studies that yield evidence for the fact that processing modular examples is associated with a lower degree of intrinsic cognitive load and thus, improves learning. (http://www.springerlink.com/content/jl14q60710wn5088/) %G English %2 https://telearn.hal.science/hal-00197417/document %2 https://telearn.hal.science/hal-00197417/file/Gerjets-Peter-2004b.pdf %L hal-00197417 %U https://telearn.hal.science/hal-00197417 %~ TELEARN %~ TICE %~ TEL