Studying worked examples and engaging in self-explanation are well supported strategies for developing self-regulated learning and improving student performance. Our efforts involve a design theory approach to creating a Web-based learning tool that uses the notion of a weekly quiz to draw students into an environment that supports the development of fundamental strategies for improving performance and well-structured problem solving. This manuscript describes a quasi-experimental study to isolate the specific impact of our tool on student learning and motivation. Results are inconclusive about an impact for students only provided with worked examples. The combination of a worked example with a self-explanation prompt produces improvement in performance, problem solving skill, and self-efficacy.