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Self-Explanation Prompts on Problem-Solving Performance in an Interactive Learning Environment
| Content Provider | Semantic Scholar |
|---|---|
| Author | Kwon, Kyungbin Kumalasari, Christiana Howland, Jane |
| Copyright Year | 2011 |
| Abstract | 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-explanation condition (a) outperformed in a debugging task, (b) perceived higher confidence for their explanations, and (c) showed a strong positive relationship between the quality of their explanation and their performance. These results demonstrate the benefits of the open self-explanation prompts. Cognitive load of self-explanation and quality of explanation are discussed. |
| Starting Page | 96 |
| Ending Page | 112 |
| Page Count | 17 |
| File Format | PDF HTM / HTML |
| Volume Number | 10 |
| Alternate Webpage(s) | http://www.ncolr.org/jiol/issues/pdf/10.2.3.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
