Self-explanation prompts in an instructional video do not improve retention or comprehension when learning time is controlled¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2025 · 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? Learning from video with self-explanation prompts was not more successful than learning without prompts, with Bayes factors supporting the null hypothesis. → Beege 2025
Evidence¶
Beege 2025¶
Beege, M., & Ploetzner, R. (2025). Learning from interactive video: the influence of self-explanations, navigation, and cognitive load. Instructional Science. https://doi.org/10.1007/s11251-024-09693-5
q3 · i? · causal · r2
In the same controlled-time experiment (N = 128), the MANOVA revealed "no significant main effect for self-explanation prompts"; BF10 = 0.20 for both retention and comprehension supported the null. The prompts were specific, inference-demanding, and learners received instruction on self-explanation.
"A MANOV A with retention and comprehension scores as depended variables revealed no significant main effect for self-explanation prompts ( Wilk' s Λ = 0.999, F(2, 123) = 0.08, p = .926). Bayes factors indicated support for the null-hypothesis regarding retention (BF10 = 0.20) and comprehension ( BF10 = 0.20)"
Discussion¶
Related Claims¶
- Providing navigation features in an instructional video does not improve retention or comprehension when learning time is controlled — related
- Navigation features and self-explanation prompts do not interact in their effect on video learning — related
- Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes — related
- Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — reports the opposite
- Self-explanation beats unguided studying for equal time, but instructional explanations, problem solving and retrieval practice can be equally or more effective — related
- Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-explanation-prompts-no-learning-benefit-controlled-time |
title |
Self-explanation prompts in an instructional video do not improve retention or comprehension when learning time is controlled |
description |
Self-explanation prompts in an instructional video do not improve retention or comprehension when learning time is controlled |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — beege-2025 |
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