The self-explanation-based environment elicits the most (self-)explanations and the inquiry environment elicits high hypothesis generation¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Learners in the self-explanation-based environment gave significantly more (self-)explanations than learners in the observational and hypermedia environments, and inquiry learners also gave more than observational learners. → Tessa H. S. Eysink & Ton de Jong 2012

Evidence¶

Tessa H. S. Eysink & Ton de Jong 2012¶

Tessa H. S. Eysink & Ton de Jong (2012). Does Instructional Approach Matter? How Elaboration Plays a Crucial Role in Multimedia Learning. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2011.611776

q3 · i? · causal · r2

Bonferroni-corrected Mann-Whitney pairwise comparisons on the giving-(self-)explanations subcategory of the think-aloud protocol data, showing the self-explanation environment produced the most explanation utterances.

"learners in the self-explanation-based learning environment gave sig- nificantly more (self-) explanations than those in the observational learning ( Z = –3.26, p ≤ .001) and the hypermedia learning environment ( Z = –2.73, p < .008), and learners in the inquiry learning environment gave significantly more (self-) explanations than those in the observational learning environment ( Z = –3.63, p < .001)."

Discussion¶

Related Claims¶

• Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments — related
• Self-explanation-based and inquiry learning elicit more elaborative processes than hypermedia and observational learning, fully for hypothesis testing and integrating and partly for giving explanations — possibly the same claim (merge candidate)
• Hypermedia learners show the lowest total engagement in learning processes, devoting most processing to superficial activities — related
• Observational learning devotes a significantly lower percentage of learning activity to elaborative processing than the other three approaches — related