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¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2012 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Learners in the self-explanation-based and inquiry environments developed and tested more hypotheses and related and integrated more than learners in the hypermedia and observational environments, Self-explanation-based learners also gave more (self-)explanations than both the observational and hypermedia groups, while inquiry learners gave more than the observational group only. → 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 · r1
Kruskal-Wallis tests on think-aloud protocol codes for the three elaborative subcategories showed significant differences between the four instructional approaches, with Bonferroni-corrected Mann-Whitney comparisons showing both generation-based environments exceeded both comparison environments on developing and testing hypotheses and on relating and integrating; for giving (self-) explanations, the self-explanation group exceeded both comparison groups but the inquiry group exceeded only the observational group.
"Significant differences between instructional approaches were found for developing and testing hypotheses, χ 2(3, 40) = 29.99, p < .001; relating and integrating, χ 2(3, 40) = 26.52, p < .001; and giv- ing (self-) explanations, χ 2(3, 40) = 19.66, p < .001."
Discussion¶
Related Claims¶
- 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
- Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments — related
- The self-explanation-based environment elicits the most (self-)explanations and the inquiry environment elicits high hypothesis generation — possibly the same claim (merge candidate)
- Generative instructional conditions (inquiry and explanation) outperformed receptive conditions on far transfer, with inquiry best on far transfer problems — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
generation-approaches-elicit-more-elaborative-processes |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tessa-h-s-eysink-ton-de-jong-2012 |
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