Although the early research demonstrated that worked examples were instructionally effective, our review suggests specific factors that moderate their effectiveness.
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These include (1) intra-example features, in other words, how the example is designed, particularly the way the example’s solution is presented, (2) inter-example features, principally certain relationships among multiple examples and practice problems within a lesson,
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and (3) individual differences in example processing on the part of students, especially the way in which students "self-explain” the example.
