No effect of fading on productive learning events including self-explanations was found in Experiment 2's think-aloud analysis¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2004 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In Experiment 2's analysis of thinking-aloud protocols, no effect on productive learning events including self-explanations could be found. → Renkl 2004

Evidence¶

Renkl 2004¶

Renkl, A., Atkinson, R.K. & Große, C.S. (2004). How Fading Worked Solution Steps Works – A Cognitive Load Perspective. Instructional Science. https://doi.org/10.1023/B:TRUC.0000021815.74806.f6

q2 · i? · causal · r?

Experiment 2 collected and analyzed thinking-aloud protocols generated by learners during interaction with the computer-based learning environment. The analysis found "No effect on productivelearning events including self-explanationscould be found"; no effect size is printed in the available text.

"No effect on productivelearning events including self-explanationscould be found."

Discussion¶

Related Claims¶

• The assisting self-explanation prompt effect: assisting prompts elicit high-quality self-explanations and deep understanding — the general claim this finding bears on, with the studies behind it

• Fading support promotes the transfer of responsibility from instructor to learner. — the general claim this finding bears on, with the studies behind it

• The position of faded worked solution steps did not influence learning outcomes in Experiment 1 — related
• Faded steps were hypothesized to trigger specific self-explanation activities, tested via think-aloud protocols in Experiment 2 — related
• Fading is associated with fewer unproductive learning events, which the authors link to better learning outcomes — related
• Learners learned most about those principles that were faded — related