• Corpus ID: 3187026

Self-Explanation Prompts on Problem-Solving Performance in an Interactive Learning Environment.

  title={Self-Explanation Prompts on Problem-Solving Performance in an Interactive Learning Environment.},
  author={Kyungbin Kwon and Christiana Kumalasari and Jane Howland},
  journal={Journal of Interactive Online Learning},
This study examined the effects of self-explanation prompts on problem-solving performance. In total, 47 students were recruited and trained to debug web-program code in an online learning environment. Students in an open self-explanation group were asked to explain the problem cases to themselves, whereas a complete other-explanation group was provided with partial explanations and asked to complete them by choosing correct key-words. The results indicate that students in the open self… 

Figures and Tables from this paper

Effects of Question Prompts and Self-explanation on Database Problem Solving in a Peer Tutoring Context
The results reveals that (a) the interaction of question prompts and self-explanation was not significant, and (b) for the problem solving performances, the integral question prompt group outperformed the gradual question prompts group and the scenario-based self-Explanation group outperforms the elaboration-basedSelf-explaination group.
A Comparative Study of Free Self-Explanations and Socratic Tutoring Explanations for Source Code Comprehension
The results of a randomized control trial experiment that compared the effectiveness of two instructional strategies that scaffold learners' code comprehension processes: eliciting Free Self-Explanation and a Socratic Method suggest that eliciting self-explanations can be used as an effective strategy and that guided self- Explanations as in the Socratic method condition is more effective at inducing learning gains.
Learning programming through stepwise self-explanations
An approach where students self-explain small pieces of code while they are studying the process of building programs from videos used as instructional material is presented and a positive correlation between participants' answers to the self-explanation questions and participants' final results is found.
Evaluation of Parsons Problems with Menu-Based Self-Explanation Prompts in a Mobile Python Tutor
A study using a variant of Parsons problems designed for PyKinetic, a smartphone Python tutor, found that the participants’ scores on the post-test improved, thus showing evidence of learning in Py Kinetic.
Inducing Self-Explanation: a Meta-Analysis
Self-explanation is a process by which learners generate inferences about causal connections or conceptual relationships. A meta-analysis was conducted on research that investigated learning outcomes
Effects of self-explanation on applying decision rules in an online learning environment
It can be concluded that while the online learning environment based on worked examples with self-explanation improved the learners’ skills of applying decision rules and increased their cognitive load, it did not have an effect on their retention performance.
Do Focused Self-Explanation Prompts Overcome Seductive Details? A Multimedia Study
Results showed that seductive details hindered learning because of increased extraneous cognitive load, and that focused self-explanation overcame the negative deleterious effect of seductive Details through decreased extraneous Cognitive Load, and therefore improved learning.
The role of worked-example in enhancing students’ self-explanation and cognitive efficiency in calculus instruction
This research was aimed to investigate the effect of students’ self-explanation to their achievement, mental effort, and cognitive efficiency while studying mathematics, particularly in integral
The Self-Explanation Principle in Multimedia Learning
This research demonstrates that some learners are natural self-explainers and also indicates that learners can be trained to self- Explaining, however, even when trained, there remain large individual differences in effective self-Explaining.
Supported Self-Explaining during Fraction Intervention.
The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for


Eliciting Self-Explanations Improves Understanding
It is shown that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text, and three processing characteristics of self-explaining are considered as reasons for the gains in deeper understanding.
An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor
It is found that students who explained their steps during problem-solving practice with a Cognitive Tutor learned with greater understanding compared to students who did not explain steps and were more successful on transfer problems.
Self-Explanations: How Students Study and Use Examples in Learning To Solve Problems. Technical Report No. 9.
  • M. Chi
  • Computer Science, Psychology
  • 1987
The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their
Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving
Previous research has found positive correlations between particular strategies students use while studying to explain instructional materials to themselves and student performance on associated
The Effects of Self-Explanation Training on Students' Problem Solving in High-School Mathematics.
Abstract The performance of a group of grade 9 mathematics students trained to use a self-explanation procedure during study of a new theorem in geometry was compared with that of students who used
Self-Explanation, Feedback and the Development of Analogical Reasoning Skills: Microgenetic Evidence for a Metacognitive Processing Account
It is generally accepted that providing explanations during a task can facilitate problem solving performance in both adults and children. This paper aims to answer two important questions. First,
Multimedia learning in an interactive self-explaining environment: What works in the design of agent
Students performed better on a problem-solving transfer test when Dr. Phyz's explanations were presented as narration rather than on-screen text, and when students were able to ask questions and receive answers interactively rather than receive the same information as a noninteractive multimedia message.
Learning Strategies and Transfer in the Domain of Programming
We report two studies involving an intelligent tutoring system for Lisp (the Camegie Mellon University Lisp Tutor). In Experiment 1, we developed a model, based on production system theories of
Learning from Worked-Out-Examples: A Study on Individual Differences
  • A. Renkl
  • Psychology, Computer Science
    Cogn. Sci.
  • 1997
Individual differences in learning from worked-out examples with respect to the quality of self-explanations were found to be multidimensional and successful learners tended to employ more prlnciplebased explanations, more explication of operator-goal combinations, and more anticipative reasoning.
A Comparison of Self-Explanation and Elaborative Interrogation.
Self-explanation participants significantly outperformed elaborative interrogation and repetition control participants on measures of cued recall and recognition and the practicality and flexibility of each approach was discussed.