  Transfer of learning is an important objective of education. However,
students usually have difficulties in solving physics transfer tasks even after
having solved similar problems previously. We investigated if instruction
provided using videos containing detailed explanations of previously solved
problems will improve students' performance in tackling near and far transfer
tasks. We also investigated whether the combination of visual cues followed by
video solutions yields further enhancement of students' performance. N=33
students in an algebra-based physics class participated in an interview
containing two problem sets each with one initial task, a training session, and
a near and far transfer task. For the training, students either received visual
cues, visual cues and a video or only videos, depending on the condition. We
compare students' correctness rate on near and far transfer tasks in the three
conditions.
