Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?

Peter Gerjets (1) , Katharina Scheiter (2) , Richard Catrambone (3)

1 KRMC - Knowledge Media Research Center
2 Department of Applied Cognitive Psychology and Media Psychology
3 School of Psychology

In two experiments we explored how learning from traditional molar worked-out examples—focusing on problem categories and their associated overall solution procedures—as well as from more efficient modular worked-out examples—where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements—can be further enhanced. Instructional explanations or self-explanation prompts were administered to increase germane cognitive load. However, both interventions were not effective for learning and prompting for self-explanations even impaired learning with modular examples. In the latter case, prompting might have forced learners to process redundant information, which they had already sufficiently understood.

Mots clés: worked-out examples; self-explanations; prompts; cognitive load theory

Domaines: Environnements Informatiques pour l'Apprentissage Humain

Peter Gerjets, Katharina Scheiter, Richard Catrambone. Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?. Learning and Instruction, 2006, 16 (2), pp.104-121. ⟨10.1016/j.learninstruc.2006.02.007⟩. ⟨hal-00197376⟩