| The term cognitive load refers to the distribution and use of working memory resources during learning and problem solving. Previous research on this subject suggests that by simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information through instructional designs and procedures. In this study, two types of worked examples will be examined, the modified worked example and the conventional worked example for assembly time, errors, and an increase in completed assembles.;This quasi-experiment had a sample size of 44 full-time frontline assemblers of different ethnicities, 3% African American, 39% Asian, 29% Latino and 29% White/Caucasian that participated in this study and worked on a manufacturing line. There were 2 groups of assemblers, one group of 22 assemblers were instructed on and used the conventional worked example, the other group of 22 assemblers was instructed on and used the modified worked example. There were 2 independent variables, modified worked example and the conventional worked example. The modified worked example with the text and graphics integrated and the conventional worked example that is currently being used in manufacturing with text and graphics separated. There were 3 dependent variables, assembly time, errors, and completed assemblies. Contrary to expectations, no consistent evidence for the use of the modified worked example compared to the conventional worked example showed there was a reduction in the assembly time, a decrease in errors and an increase in completed assemblies. Given the lack of research on worked examples using actual assemblers in a manufacturing environment, this study provides new and important base line findings to guide future research on worked examples with assemblers in a manufacturing environment. |
