Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations |
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| Authors: | Kirsten Berthold Tessa H S Eysink and Alexander Renkl |
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| Institution: | (1) Department of Psychology, Educational and Developmental Psychology, University of Freiburg, Engelbergerstr. 41, 79085 Freiburg, Germany;(2) Department of Instructional Technology, Faculty of Behavioural Science, University of Twente, 217, 7500 Enschede, The Netherlands |
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| Abstract: | 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. |
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| Keywords: | Open self-explanation prompts Assisting self-explanation prompts Self-explanations Multiple representations Mathematics learning |
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