Achievement Goal Orientation Prompts in Interleaving-Based Worked Examples: Effects on Transfer, Cognitive Load, And Motivation

This study aims to analyze the effects of achievement goal orientation (AGO) prompts in interleaving-based worked example learning on students’ transfer ability, cognitive load, and learning motivation. The research employed two fully randomized experiments. The first experiment compared worked example learning with problem-solving, while the second applied a 2×2 factorial design to examine the interaction between learning design (interleaving vs. blocked) and AGO prompt type (mastery vs. performance). The findings revealed that worked examples significantly enhanced transfer ability while reducing cognitive load. Furthermore, interleaving proved more effective than blocked practice, particularly in promoting both near and far transfer and mitigating working memory depletion. AGO prompts also positively influenced students’ motivation, especially in fostering mastery orientation. These results highlight that interleaving-based worked examples can serve as an effective instructional strategy for strengthening transfer and cognitive efficiency, while AGO prompts play a crucial role in improving students’ motivation, particularly for those with a mastery approach.