Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations?

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. (c) 2006 Elsevier Ltd. All rights reserved.