The Influence Of Prior Knowledge And Variability On Different Types Of Worked-examples Learning

Learning from worked example is an efficient style of study, in the context of educational reform which catches the eyes of lots of researchers. In the research of prompt learners to self-explain the worked-examples, researchers proposed three types of worked-example: standard worked-examples, worked-examples with self-explanation prompts, and worked examples with a transitional combination of instructional explanations and self-explanation prompts. But, conclusions of research about efficiency of these worked-examples are different. Based on the review of literature about worked-example learning,this paper insist effects of worked-example learning not only influenced by characteristic of worked-example, but also by learner's features and relevant among multiple worked-example. So, we assume predecessors didn't pay more attention to these additional factors,that is why they got different conclusions of the researches on three types worked-example. In these factors, most important are prior knowledge and variability.Three experiments in this study apply 2×2 between-subjects design, which respectively examined how prior knowledge and variability influenced the effect three type worked-examples learning. And through a comprehensive comparison of three experimental results, is separately identified the most efficient worked-example design approach for high and low prior knowledge learners.The results showed that:(1)In the study using standard worked-examples, prior knowledge of learners have significant influences on score, scores of high prior knowledge learners is better than those of low prior knowledge.(2)In the study using worked-examples with self-explanation prompts, prior knowledge of learners have significant effect on academic achievement, high prior knowledge learners is better than those of low prior knowledge. Variability of example also has significant effect on it, multiple varied worked-examples is better than consistent. These two factors have significant interaction on scores, high prior knowledge learner study with variable example is better than consistent on scores, but low prior knowledge learner study with variable or consistent example have on significant difference on scores.(3)Using the worked-example with two strategies combined study, Variability of example have significant on scores, the effect of variable is better than consistent.(4)For high prior knowledge learners, the effect of variable worked-examples with self-explanation prompts and variable worked-examples with two strategies combined is better; for low prior knowledge learners, the effect of variable worked-examples with two strategies combined is better.