Dynamic and static worked examples in student learning

This paper investigated the effectiveness of static (text and pictures) and dynamic (video plus audio) worked examples in student learning. Seventy-one RMIT students enrolled in a third year unit on electronic engineering used both dynamic and static recordings of solutions of tutorial problems. It was found that students did not use worked examples regularly, but studied them just before events of summative assessment. The majority of students did not download worked examples, but rehearsed directly from the RMIT unit site. Student perceptions that dynamic worked examples significantly helped them in improving their course knowledge was supported by statistically significant improvement in final examination performance attributed to dynamic worked examples.