%0 Journal Article %T Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? %+ Knowledge Media Research Center (KRMC) %+ Department of Applied Cognitive Psychology and Media Psychology %+ School of Psychology %A Gerjets, Peter %A Scheiter, Katharina %A Catrambone, Richard %< avec comité de lecture %@ 0959-4752 %J Learning and Instruction %I Elsevier %V 16 (2) %P 104-121 %8 2006 %D 2006 %R 10.1016/j.learninstruc.2006.02.007 %K worked-out examples %K self-explanations %K prompts %K cognitive load theory %Z Computer Science [cs]/Technology for Human LearningJournal articles %X 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. %G English %2 https://telearn.hal.science/hal-00197376/document %2 https://telearn.hal.science/hal-00197376/file/Gerjets-Peter-2006.pdf %L hal-00197376 %U https://telearn.hal.science/hal-00197376 %~ TELEARN %~ TICE %~ TEL