We investigate the effects of cueing, in a multimedia programme for the individualized training of the ‘whole task’ to prepare a plea, on the learning outcomes of 43 sophomore law students. The cueing formats of worked-out examples (WOEs), process worksheets (PWs), and both WOE and PW are compared to a no-cueing control condition. Our hypotheses that WOE enhance near transfer, by stimulating imitation processes to similar tasks, and that PW foster far transfer, by stimulating mindful abstraction processes to different tasks were partly confirmed by learning outcomes on the training task and two transfer tasks.
['Hans Hummel', 'Fred Paas', 'E. J. R. Koper']
Cueing for transfer in multimedia programmes: process worksheets vs. worked-out examples