VARIABILITY OF WORKED EXAMPLES AND TRANSFER OF GEOMETRICAL PROBLEM-SOLVING SKILLS - A COGNITIVE-LOAD APPROACH

Four computer-based training strategies for geometrical problem solvin g in the domain of computer numerically controlled machinery programmi ng were studied with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variabilit y conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked condition, in which worked examples had to be studied. Results showed that students who studied worked example s gained most from high-variability examples, invested less time and m ental effort in practice, and attained better and less effort-demandin g transfer performance than students who first attempted to solve conv entional problems and then studied work examples.