Learning from video modeling examples: Content kept equal, adults are more effective models than peers
Vincent Hoogerheide, Institute of Psychology ; Margot van Wermeskerken, Department of Education ; Sofie M.M. Loyens, Tamara van Gog, Institute of Psychology
Learning and Instruction Volume 44, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Learning from (video) modeling examples in which a model demonstrates how to perform a task is an effective instructional strategy. The model-observer similarity (MOS) hypothesis postulates that (perceived) similarity between learners and the model in terms of age or expertise moderates the effectiveness of modeling examples. Findings have been mixed, however, possibly because manipulations of MOS were often associated with differences in example content and manipulations of (perceived) expertise confounded with age. Therefore, we investigated whether similarity with the model in terms of age and putative expertise would affect cognitive and motivational aspects of learning when the example content is kept equal across conditions. Adolescents (
Hoogerheide, V., van Wermeskerken, M., Loyens, S.M.M. & van Gog, T. (2016). Learning from video modeling examples: Content kept equal, adults are more effective models than peers. Learning and Instruction, 44(1), 22-30. Elsevier Ltd.