This research presents an experimental study to determine to what extent computer skill learners can benefit from generating self-explanation with the aid of different computer-based visualization technologies. Self-explanation was stimulated with dynamic visualization (Screencast), static visualization (Screenshot), or verbal instructions only, and compared to a control group with no self-explanation instructions. Sixty-two subjects were assigned to these four conditions for learning HTML fundamentals. Two quizzes were used to test learning outcomes. In comparison to the control condition, performance was best with dynamic visualization and static visualization. The self-explanation condition without visualization did not attain statistical significance in comparison to the control condition. The study did not detect statistical differences between the three methods of stimulating self-explanation, although the pattern of results was as predicted. Qualitative data collected from a learning experience survey regarding the subjects' opinions about self-explanation prompts showed that subjects in different treatment groups gave similar responses about how they benefited from self-explanation prompts for learning HTML. The qualitative data also revealed the learners' challenges to perform self-explanation activities, which can be used to improve the design of self-explanation implementation and future study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]