Induce self-explanation by prompting learners during study and problem solving¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The meta-analysis supports designing learning activities in which learners receive prompts to self-explain while studying or solving problems. The reviewed research investigated "learning outcomes for participants who received self-explanation prompts while studying or solving problems", and the pooled result (g = .55) supports building such prompts into instructional materials across learning tasks such as studying text and studying worked problems.

Design Implications¶

Context¶

Requirements¶

• Prompts must be delivered while learners study or solve problems, matching the conditions under which effects were measured.

Constraints¶

• Relying on instructor-scripted prompts has limitations, per the authors' recommendation to explore computer-generation of prompts.

Target Learners¶

• K-12 and higher education students across subject areas

Target Learning Goals¶

• improved learning outcomes from study and problem-solving activities

Affordances¶

• Self Explanation Generative Inference Process

Related Strategies¶

• Self Explanation Prompts

Examples¶

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Key Sources¶

• Bisra, K., Liu, Q., Nesbit, J. C., Salimi, F., & Winne, P. H. (2018). Inducing Self-Explanation: a Meta-Analysis. Educational Psychology Review, 30, 703–725. https://doi.org/10.1007/s10648-018-9434-x