Effects of Troubleshooting Tasks with Prompt Information on Students' Transfer Performance in Robotics Education

This paper conducted an empirical study to investigate the effects of troubleshooting tasks with prompt information on students' transfer performance in robotics education, while taking conventional troubleshooting teaching (troubleshooting tasks without prompt information) as a reference. 84 pupils from two classes in the first grade of the junior high school participated in the experiment. Results indicated: (1) There is no significant difference in near transfer performance between the troubleshooting tasks with prompt information and the conventional troubleshooting tasks. (2) Compared with conventional troubleshooting tasks, providing prompt information to troubleshooting tasks can effectively foster students' far transfer performance. Considering that learners' knowledge level is an important factor affecting transfer of learning, the different learning phase should be taken into account when providing prompt information for learners in robotics troubleshooting teaching in the future.