Element interactivity as a factor influencing the effectiveness of worked example-problem solving and problem solving-worked example sequences.

Background: The worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students' learning. Using problem solving-worked example sequence is another way of implementing example-based instruction. Although research has demonstrated the superiority of worked example-problem solving sequence on learning materials that presumably are high in element interactivity for novices, none of the previous studies have compared the two sequences with levels of element interactivity experimentally manipulated in a strictly controlled manner.