Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i3large
Currency · newest study 2012 · checked against its sources 2026-10-21 (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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Learners in the self-explanation-based and inquiry learning environments had significantly more identified instances of engagement in learning processes than learners in the hypermedia and observational learning environments (all ps < .001). → 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 · i3 · causal · r1
Experiment with 40 Dutch Grade 10 students randomly assigned to four conditions who thought aloud while working through one multimedia environment on probability theory. The ANOVA on total coded learning-process instances showed "F(3, 36) = 43.47, p < .001, partial η2 = .78".
"A univariate analysis of variance showed a significant difference between the average number of total identified instances of engagement in learning processes in each instructional approach, F(3, 36) = 43.47, p < .001, partial η2 = .78."
Discussion¶
Related Claims¶
- Hypermedia learners show the lowest total engagement in learning processes, devoting most processing to superficial activities — possibly the same claim (merge candidate)
- 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 elicit more elaborative processes than hypermedia and observational learning, fully for hypothesis testing and integrating and partly for giving explanations — related
- The self-explanation-based environment elicits the most (self-)explanations and the inquiry environment elicits high hypothesis generation — related
- Observational learners read and filter more than hypermedia learners, and hypermedia learners check more solution steps than self-explanation learners — related
- 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-learning-processes |
title |
Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments |
description |
Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
source_checked |
2026-10-21 |
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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