Learning with Worked Examples of Correct and Incorrect Problem Solutions

microlearning, Cognitive Theory of Multimedia Learning, Cognitive Load Theory, erroneous worked examples, self-explanation prompts, truck-loading-safety

In the microlearning environment, this research, serving as a role of a pilot study for LaSiDig project[1], adopts a questionnaire survey method, 51 college students are taken as the participants, truck-loading-safety as the learning material, and 48 learners are evenly divided randomly into two groups: the correct problem-solution group and incorrect problem-solution group. The impact of open self-explanation prompts and scaffolded self-explanation prompts on learners’ learning performance and cognitive load is investigated. The independent variable of the experiment is the groups of correct problem-solution and incorrect problem-solution. The dependent variables are learning performance scores and cognitive load. The control variables are pre-test and learning motivation. The results of the multivariate analysis of variance (MANOVA) showed as follows: 1. Results of learning performances: the incorrect problem-solution group performed better than the correct group on the text multiple-choice questions in the post-test; however, the correct problem-solution group performed significantly better than the incorrect group under the scaffolded self-explanation prompt task. 2. Cognitive load analysis results: There is no significant difference in intrinsic cognitive load, extraneous cognitive load and, germane cognitive load between the correct and incorrect groups under the tasks of learning stage, open-ended self-explanation prompts, and scaffolded self-explanation prompts.

[1] LaSiDig project: https://lasidig.de/edu-sharing/components/oer