Worked examples: Do learning and perceived helpfulness align?

Worked examples are effective instructional support but limited research has examined the impacts of different worked example designs in online settings. We measured algebra students’ learning gains and perceived helpfulness of worked example designs in an online problem set to identify how extensive and dynamic worked examples should be in online settings. Students were randomly assigned to view worked examples in: 1) concise static, 2) extended static, 3) concise sequential, 4) extended sequential, 5) dynamic no history, or 6) dynamic history formats. The findings provide recommendations to design worked examples for online settings. Copyright © 2021 International Society of the Learning Sciences, Inc.