NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ943858
Record Type: Journal
Publication Date: 2010
Pages: 30
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1560-4292
The Effect of Self-Explaining on Robust Learning
Hausmann, Robert G. M.; VanLehn, Kurt
International Journal of Artificial Intelligence in Education, v20 n4 p303-332 2010
Self-explaining is a domain-independent learning strategy that generally leads to a robust understanding of the domain material. However, there are two potential explanations for its effectiveness. First, self-explanation generates additional "content" that does not exist in the instructional materials. Second, when compared to comprehension, "generation" of content increases understanding and recall. An "in vivo" experiment was designed to distinguish between these potentially orthogonal hypotheses. Students were instructed to use one of two learning strategies, self-explaining and paraphrasing, to study either a completely justified example or an incomplete example. Learning was assessed at multiple time points and levels of granularity. The results were consistent, favoring the generation account of self-explanation. This suggests that examples should be designed to encourage the active generation of missing content information. (Contains 4 footnotes, 5 tables, and 9 figures.)
IOS Press. Nieuwe Hemweg 6B, Amsterdam, 1013 BG, The Netherlands. Tel: +31-20-688-3355; Fax: +31-20-687-0039; e-mail: info@iospress.nl; Web site: http://www.iospress.nl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania