  Contributing to the literature on aptitude-treatment interactions between
worked examples and problem-solving, this paper addresses differential learning
from the two approaches when students are positioned as domain experts learning
new concepts. Our evaluation is situated in a team project that is part of an
advanced software engineering course. In this course, students who possess
foundational domain knowledge but are learning new concepts engage
alternatively in programming followed by worked example-based reflection. They
are either allowed to finish programming or are curtailed after a pre-specified
time to participate in a longer worked example-based reflection. We find
significant pre- to post-test learning gains in both conditions. Then, we not
only find significantly more learning when students participated in longer
worked example-based reflections but also a significant performance improvement
on a problem-solving transfer task. These findings suggest that domain experts
learning new concepts benefit more from worked example-based reflections than
from problem-solving.
