Decades of research has shown that example-based learning is an effective instructional strategy for learning new skills. The field of learning from examples is seeing a shift in focus towards more innovative and use-inspired research, in part because the use of examples for informal and formal learning purposes has mushroomed. This special issue comprises a set of eight papers in which students learned a procedural skill from worked examples or modeling examples. Each study characterizes a recent development towards more innovative example-based learning research. These developments are: (1) the integration of social-cognitive and cognitive example research, (2) the integration of example-based learning and analogical reasoning research, (3) the extension of traditional Cognitive Load Theory effects, (4) a greater focus on learning from (productive) errors, and (5) more research on individual differences. ....(Orig.).