Example-based learning (i.e., studying examples to learn a problem–solution procedure, often alternated with solving practice problems) leads to better learning outcomes than solving practice problems only, and video examples are increasingly being used in online and blended learning environments. Recent findings show that the presentation order of examples and problems affects learning: Example–problem pairs have been found to be more effective than problem–example pairs. We investigated a motivational explanation for this difference, which states that starting with a practice problem might be too difficult, causing learners to lose confidence and motivation to study. We investigated this by presenting gifted (n = 61) and nongifted primary school students (n = 65) with two problem–example or example–problem pairs. We hypothesized that gifted students, who generally report higher perceived competence and autonomy and higher need for cognition, would be less affected by the difficulty of starting with a problem. As expected, gifted students indeed reported higher motivation and confidence than nongifted students, and gifted students were more efficient learners. In contrast to our expectations, however, there was no difference between gifted and nongifted students in the effect of the different task sequences on test performance. Studying example–problem pairs was more efficient than studying problem–example pairs, both for gifted and nongifted students.

中文翻译：

---

问题-示例和示例-问题对对有天赋和无天赋的小学生学习的影响

基于示例的学习（即，学习示例以学习问题解决程序，通常与解决实践问题交替出现）比仅解决实践问题可获得更好的学习成果，并且视频示例越来越多地用于在线和混合学习环境中。最近的发现表明，示例和问题的呈现顺序会影响学习：实例-问题对比问题-示例对更有效。我们调查了这种差异的动机解释，该动机陈述指出从练习问题入手可能太困难了，导致学习者失去信心和学习动力。我们通过向有天赋的小学生（n = 61）和没有天赋的小学生（n = 65）提出了两个问题-示例或示例-问题对来进行调查。我们假设有天赋的学生通常会报告更高的感知能力和自主性以及对认知的更高需求，因此他们从问题开始的难度中受到的影响较小。正如预期的那样，资优学生的报导确实比非资优学生更高的动力和信心，而资优学生的学习效率更高。然而，与我们的预期相反，有天赋的学生和无天赋的学生在不同任务序列对测试成绩的影响上没有差异。对于有天赋的学生和无天赋的学生，学习示例-问题对比研究问题-示例对更有效。资优学生确实比非资优学生报告了更高的动机和信心，而资优学生是更有效的学习者。然而，与我们的预期相反，有天赋的学生和无天赋的学生在不同任务序列对测试成绩的影响上没有差异。对于有天赋的学生和无天赋的学生，学习示例-问题对比研究问题-示例对更有效。资优学生确实比非资优学生报告了更高的动机和信心，而资优学生是更有效的学习者。然而，与我们的预期相反，有天赋的学生和无天赋的学生在不同任务序列对测试成绩的影响上没有差异。对于有天赋的学生和无天赋的学生，学习示例-问题对比研究问题-示例对更有效。