This study investigated the effects of concept-oriented faded in worked-out examples (WOE) and metacognitive scaffolding on learners' transfer performance and motivation in programming education. Two types of faded in WOE and metacognitive scaffolding were provided. A total of 140 participants were randomly assigned into one of four groups, with 35 in each group: concept-oriented faded WOE for the COF group; position-oriented faded WOE for the POF group; concept-oriented faded WOE with metacognitive scaffolding for the COFM group; and position-oriented faded WOE with metacognitive scaffolding for the POFM group. The experiment was conducted over the course of 10 weeks. After the completion of all learning processes, the participants' knowledge transfer and motivation were measured. The findings revealed that providing concept-oriented faded WOE led to a significantly better performance than did providing position-oriented faded WOE, both in near-transfer and far-transfer results. In addition, the results revealed that providing concept-oriented faded WOE with metacognitive scaffolding (COFM) was the most effective in promoting motivation. The findings further provided empirical evidence that using concept-oriented faded WOE, along with metacognitive scaffolding, is better than using only concept-oriented faded WOE.