The Science Behind Personalized Worked Examples
18 November, 2025
By the end of this workshop, you will understand:
Limited capacity (approximately 4 items)
Volatile (information decays quickly)
Bottleneck for learning
Unlimited capacity
Permanent storage via schemas
Automatic access without effort
The Challenge: Get information from working memory into long-term memory without overload
| Type | Description | Effect on Learning | Example |
|---|---|---|---|
| Intrinsic | Complexity inherent to the material | Necessary for learning | Learning calculus is inherently complex |
| Extraneous | Load from poor design or irrelevant info | Hinders learning | Confusing layouts, unfamiliar contexts |
| Germane | Effort directed at learning | Helps learning | Studying patterns, making connections |
Goal: Minimize extraneous load, manage intrinsic load, maximize germane load
โNovice learners who are given worked examples to study perform better on subsequent tests than learners who are required to solve the equivalent problems themselves.โ
โ NSW Centre for Education Statistics and Evaluation (2017)
Evidence:
High cognitive load:
Little capacity left for learning
Lower cognitive load:
More capacity for learning
Higher extraneous load:
โFamiliar contexts require less cognitive effort to process, reducing extraneous cognitive load.โ
โ Cordova & Lepper (1996)
Benefits:
Creating personalised worked examples manually:
AI can generate personalised worked examples:
Todayโs Goal: Build a tool that generates personalised worked examples using PydanticAI
Three core principles:
NSW Centre for Education Statistics and Evaluation (2017)
Cognitive load theory: Research that teachers really need to understand
education.nsw.gov.au/cese/publications/literature-reviews/cognitive-load-theory
Letโs See It in Action
Next: Demonstration of the complete application
Then youโll build your own version!

Berner Fachhochschule | Bern University of Applied Sciences