LEARNING WITH WORKED-OUT PROBLEMS: THE IMPACTS OF INSTRUCTIONAL EXPLANATION AND SELF-EXPLANATION PROMPTS ON TRANSFER PERFORMANCE

In the present research, two different explanatory approaches - namely, instructional explanation and self-explanation prompts - were applied in worked-out-problem-based learning (or learning from worked-out problems) in the domain of manufacturing technology. The main purpose of this investigation was to compare the effects of both explanatory approaches on topic knowledge acquisition, near-transfer performance, and far-transfer performance. Additionally, the mental efforts invested by the participants during the learning process were also recorded to examine its relation with learning performance. A pre- and post-tests were used to assess topic knowledge acquisition, near- and far-transfer performance, whereas mental effort was measured by means of NASA Task Load Index. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and near-transfer performance. There was no significant difference found between both approaches in far transfer performance. Apart from the above, the findings also demonstrated that a high mental effort investment did not guarantee a fruitful learning performance.