The current study examined the effectiveness of self-explanation prompts, visual signaling cues, and a combination of the two features on middle school students’ (N = 202) algebra learning. Also explored were the differential effects of features for students with faulty conceptual knowledge (evidenced by a higher prevalence of making errors during problem solving) on learning. That is, we assessed whether students who make prevalent conceptual errors predictive of algebra performance differentially benefit from design features. Participants were randomly assigned to complete 1 of 4 sets of worked example assignments supplemented with self-explanation prompts (n = 51), visual signaling cues (n = 49), both features (n = 51), or neither feature (n = 51). Worked examples supplemented with either self-explanation prompts or signaling cues led to greater learning from pre- to posttest in comparison to the worked example control, with practically meaningful effects. The effect of assignments supplemented with signaling cues was moderated by error prevalence. Those who made errors more frequently demonstrating misunderstanding of algebraic concepts (e.g., the meaning of a coefficient) benefited significantly more from visual signaling cues alone than self-explanation prompts alone or control assignments. These findings highlight the importance of considering differential effects of design features when used in combination or in isolation, particularly for struggling students.

当前的研究检验了自我解释提示，视觉信号提示的有效性，以及这两种功能在中学生（N = 202）代数学习中的结合。还探讨了特征对具有错误概念知识的学生（在问题解决过程中犯错误的发生率较高）证明的学习方法的差异性。也就是说，我们评估了将普遍的概念错误预测为代数性能的学生是否从设计功能中获得了不同的收益。参与者被随机分配以完成4组工作示例作业中的1组，并配有自我解释提示（n = 51），视觉信号提示（n = 49），两种功能（n= 51），或均不使用（n = 51）。与示例控件相比，在示例中添加了自我解释提示或信号提示可以使从测试前到测试后的学习变得更多。差错普遍性减轻了分配有信号提示的作业的影响。那些经常犯错误以证明对代数概念（例如系数的含义）的误解的人，比单独的自我解释提示或控制任务，更能从视觉信号提示中明显受益。这些发现凸显了在组合使用或单独使用时，特别是对于挣扎的学生而言，考虑设计特征的差异影响的重要性。