Generated self-explanations mediate the immediate posttest advantage of open-book over closed-book prompts¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In groups without active processing prompts, the number of generated self-explanations mediated the advantage of open-book prompts on immediate posttest performance. → Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle 2020

Evidence¶

Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle 2020¶

Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle. (2020). Example-based learning: should learners receive closed-book or open-book self-explanation prompts? Instructional Science. https://doi.org/10.1007/s11251-020-09523-4

q2 · i? · causal · r2

Exploratory mediation analysis with Hayes' PROCESS macro (10,000 bootstrap samples) in Experiment 1's no-active-processing groups; the indirect effect "a × b = 3.46 [0.09, 8.31]" gave open-book learners a 3.46-unit advantage via self-explanations.

"We found a statistically significant indirect effect via the generated self-explanations, a × b = 3.46 [0.09, 8.31]."

Discussion¶

Related Claims¶

• Closed-book self-explanation prompts show no added value on delayed posttest performance, even with prior active processing of instructional explanations — related
• Closed-book self-explanation prompts reduce the number of generated self-explanations when learners are not prompted to actively process the instructional explanations beforehand — related
• Closed-book prompts reduce immediate posttest performance only when learners were not prompted to actively process the instructional explanations — 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
• 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