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Learner Involvement in Instruction on a Complex Cognitive Task

Abstract This study presents an application of a measure of learner involvement developed by Paas, Tuovinen, van Merrienboer, and Darabi (2005). These authors combined learners’ performance scores with their perceived mental effort invested in instruction and used it to assess learner involvement in instructional conditions. The present study examines the differentiating attributes of the Paas et al. learner involvement measure by using data collected in an experiment that investigated the effectiveness of three computer-based instructional strategies: (a) conventional problem solving, (b) product-oriented worked examples, and (c) process-oriented worked examples. As hypothesized, learners using worked example strategies showed higher involvement scores than those in conventional problem solving. However, no differences in learner involvement were found between the two worked-example strategies. The implications of these findings for designing instructional strategies and suggestions for further research are discussed.