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Instructors must moderate these principles to make sure that the

multimedia is being used to help the students to visualize the image

that is trying to be grasped.

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Students can only easily visualize images

up to a certain complexity before they reach

cognitive overload.

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Asking your students to imagine a solution that

is extremely complex would be ineffective and a

waste of everyone's time.

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Asking students to imagine a simple solution

that will help them with a problem. Example would

be to ask your students to imagine a parabola.

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Students are asked to imagine the solution

steps to a known example.

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Providing students with both correct and incorrect

examples so that they can observe and understand the

differences between them.

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Studies have shown only short-term success using Worked Example Principles.

The studies are admittedly still young and hopeful, but preliminary complaints

from teachers include too much time and effort to make actual effective learning

in the classroom.

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2 x 2 = 5

2 x 3 = 5

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2 x 2 = 4

2 x 3 = 6

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Only presenting correct examples to the students is

ineffective in this principle because the students can't actively

see the differences between the correct and incorrect examples.

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-This is where you show your students correct

and incorrect examples of a problem.