Learning to solve complex percentage change tasks

The worked example effect was examined from a cognitive load perspective. This study hypothesized that the unitary-pictorial approach would consume less mental effort than either the unitary or equation approach. Fifty one year 9 students were randomly assigned to one of these approaches in a regular classroom setting. Each group was exposed to identical acquisition problems but structured in the respective worked examples. The unitary-pictorial approach outperformed the equation approach, but it had marginal advantage over the unitary method. The differential learning effects arises from varying degree of element interactivity across the approaches.