While giving learners hints is a commonly used scaffolding practice to facilitate learning, previous work questioned the effectiveness of hints. In this study, we examined if prompting learners to reflect along with receiving hints could improve learning outcomes, including immediate and delayed performance, perceived learning, and enjoyment. A field experiment was conducted in a four-week long online master’s degree course on data science where we compared two conditions: a condition with hints and a condition providing reflection prompts along with hints. Results showed that using hints with reflection prompts increased learner performance in delayed knowledge transfer tasks while also increasing learners’ perception of learning. The combination of reflection prompts and hints did not reduce learners’ enjoyment of the tasks, suggesting that the use of hints with reflection prompts is not only an intervention which can improve learning outcomes but is one which will be naturally adopted by learners.

虽然给学习者提示是促进学习的常用脚手架做法，但以前的工作质疑提示的有效性。在这项研究中，我们检查了在接受提示的同时促使学习者进行反思是否可以改善学习成果，包括即时和延迟的表现、感知学习和享受。在为期 4 周的数据科学在线硕士学位课程中进行了现场实验，我们比较了两种情况：一种情况带有提示，另一种情况提供反思提示和提示。结果表明，使用带有反思提示的提示可以提高学习者在延迟知识转移任务中的表现，同时也可以提高学习者对学习的感知。反思提示和提示的结合并没有降低学习者对任务的享受，