The assisting self-explanation prompt effect: assisting prompts elicit high-quality self-explanations and deep understanding¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Assisting self-explanation prompts elicit high-quality self-explanations and the acquisition of deep understanding, an effect the authors name the assisting self-explanation prompt effect. → Berthold 2009

Evidence¶

Berthold 2009¶

Berthold, K., Eysink, T.H.S. & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science. https://doi.org/10.1007/s11251-008-9051-z

q2 · i? · causal · r?

The authors' concluding interpretation of the three-condition experiment (open prompts, assisting prompts, no prompts) names the pattern of findings: "the elicitation of high-quality self-explanations and the acquisition of deep understanding". This is the authors' summary label for the reported results.

"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."

Studies bearing on this claim¶

Which kinds of self-explanation prompt produce the best explanations and learning? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 4 distinct studies (2 causal, 1 review, 1 quant-synthesis), q1–q2, 0 of 4 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — a broader claim this one bears on
• Students who self-explain worked examples learn more effectively than those who do not, and the quality of self-explanations relates to explaining deep structure — related
• Explanation prompts direct attention to targeted information and can reduce attention to other important information — related
• Self-explanation prompting is potentially effective across a range of instructional conditions — a broader claim this one bears on
• Self-explanation beats unguided studying for equal time, but instructional explanations, problem solving and retrieval practice can be equally or more effective — related
• Both open and assisting self-explanation prompts foster procedural knowledge when learning with multiple representations, an effect mediated by self-explanations directed to domain principles — related
• Assisting self-explanation prompts particularly foster conceptual knowledge, an effect mediated by self-explanations on the rationale of a principle — a narrower finding that bears on this claim
• Instructor-scripted self-explanation prompts have limitations, motivating computer-generated prompts — related