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Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

Instructional science, 2009-07, Vol.37 (4), p.345-363 [Peer Reviewed Journal]

Springer Science+Business Media B.V. 2008 ;Springer Science+Business Media B.V. 2009 ;ISSN: 0020-4277 ;EISSN: 1573-1952 ;DOI: 10.1007/s11251-008-9051-z ;CODEN: INLSBJ

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Title:
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
Author: Berthold, Kirsten ; Eysink, Tessa H. S. ; Renkl, Alexander
Subjects: Cognitive style ; Computer Assisted Instruction ; Control Groups ; Education ; Educational Environment ; Educational Psychology ; Educational Technology ; Helmets ; Instructional Design ; Instructional Effectiveness ; Learning ; Learning and Instruction ; Learning Processes ; Machine learning ; Mathematical Concepts ; Mathematical independent variables ; Mathematics education ; Mathematics Instruction ; Outcomes of education ; Pedagogic Psychology ; Probability ; Prompting ; Self ; Statistical discrepancies ; Task knowledge ; Teaching Methods
Is Part Of: Instructional science, 2009-07, Vol.37 (4), p.345-363
Description: Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations. Thus, it is necessary to support the learners' self-explanation activity, which concerns the integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided. We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding.
Publisher: Dordrecht: Springer
Language: English
Identifier: ISSN: 0020-4277
EISSN: 1573-1952
DOI: 10.1007/s11251-008-9051-z
CODEN: INLSBJ
Source: Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central
Alma/SFX Local Collection

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Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

Springer Science+Business Media B.V. 2008 ;Springer Science+Business Media B.V. 2009 ;ISSN: 0020-4277 ;EISSN: 1573-1952 ;DOI: 10.1007/s11251-008-9051-z ;CODEN: INLSBJ

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