The Self-Explanation Principle in Multimedia Learning

Roy, Marguerite; Michelene, T. H.

doi:10.1017/cbo9780511816819.018

Cited by 161 publications

(143 citation statements)

References 42 publications

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“…When students encounter a surprising piece of information their attention is aroused, provoking more intensive processing of the tobe-learned material (i.e., there is a call to explain, to correct and better understand the material). Self-explaining and self-explanation training is also known to improve text comprehension and learning (e.g., Chi, Bassok, Lewis, Reimann & Glaser, 1989;Chi, De Leeuw, Chiu & Lavancher, 1994;Durkin, 2011;Roy & Chi, 2005), particularly for lowknowledge readers (McNamara, 2001;McNamara & Scott, 1999). Self-explanation appears to have a greater impact if there are reliable patterns and consistencies in the material uncovered by the explanations (Williams, Lombrozo & Rehder, 2010); although, conversely, it can be detrimental to learning in some cases if it leads to overgeneralisation (Williams, Lombrozo & Rehder, 2013).…”

Section: Explanation Surprise and Learningmentioning

confidence: 99%

Why some surprises are more surprising than others: Surprise as a metacognitive sense of explanatory difficulty

Foster

Keane

2015

Cognitive Psychology

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The UCD community has made this article openly available. Please share how this access benefits you. Your story matters! (@ucd_oa) Some rights reserved. For more information, please see the item record link above. TitleWhy some surprises are more surprising than others: Surprise as a metacognitive sense of explanatory difficulty Publisher's statement This is the author's version of a work that was accepted for publication in Cognitive Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Cognitive Psychology (VOL 81, ISSUE 2015, (2015 Early theories of surprise, including Darwin's, argued that it was predominantly a basic emotion. Recently, theories have taken a more cognitive view of surprise, casting it as a process of "making sense of surprising events". The current paper advances the view that the essence of this sense-making process is explanation; specifically, that people's perception of surprise is a metacognitive estimate of the cognitive work involved in explaining an abnormal event. So, some surprises are more surprising because they are harder toexplain. This proposal is tested in eight experiments that explore how (i) the contents of memory can influence surprise, (ii) different classes of scenarios can retrieve more/less relevant knowledge from memory to explain surprising outcomes, (iii) how partial explanations constrain the explanation process reducing surprise, (iv) how, overall, any factor that acts to increase the cognitive work in explaining a surprising event, results in higher levels of surprise (e.g., task demands to find several rather than just one explanation). Across the present studies, using a many different materials, paradigms and measures, it is consistently and repeatedly found that the difficulty of explaining a surprising outcome is the best predictor for people's perceptions of the surprisingness of events. Alternative accounts of these results are considered, as are future directions for this research.

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Section: Explanation Surprise and Learningmentioning

confidence: 99%

Why some surprises are more surprising than others: Surprise as a metacognitive sense of explanatory difficulty

Foster

Keane

2015

Cognitive Psychology

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“…Another interesting approach would be to investigate attention cueing and simultaneously try to improve learners' cognitive engagement by encouraging them to actively process the animation using techniques that promote constructive processes such as selfexplaining (Roy and Chi 2005). Related to this, it may be worth examining whether giving learners a clear goal or purpose when studying a cued animation may encourage them to perceive the cue as relevant for accomplishing their task and consequently to process the presented information in a more elaborated way.…”

Section: Guiding Attention To Essential Informationmentioning

confidence: 99%

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

et al. 2009

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This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer's theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection-cues guide attention to specific locations, (2) organization-cues emphasize structure, and (3) integration-cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented. Keywords Instructional animations . Cognitive load theory . Instructional designRecent advances in software and computer technology enable designers of computer-based instruction to use dynamic visualizations, such as animation and video, to help learners remember complex dynamic systems and, ultimately, understand the materials (Lowe 2004). At present, the majority of animations present information in close correspondence with the referential situation, without highlighting the information or providing cues to help learners process the material. However, manipulating the visuospatial characteristics of animations may make them more effective, just as manipulating these aspects in static

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“…Much research has also shown the importance of prompted self-explanation of worked examples, particularly in multi-media learning environments [9]. The theory behind the worked examples effect is that human working memory, which has a limited capacity, is taxed by strictly solving problems, which requires focused thinking, such as setting subgoals.…”

Section: The Potential Of Erroneous Examples For Learningmentioning

confidence: 99%

To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students

McLaren

Adams

Durkin

et al. 2012

Lecture Notes in Computer Science

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Abstract.Erroneous examples are an instructional technique that hold promise to help children learn. In the study reported in this paper, sixth and seventh grade math students were presented with erroneous examples of decimal problems and were asked to explain and correct those examples. The problems were presented as interactive exercises on the Internet, with feedback provided on correctness of the student explanations and corrections. A second (control) group of students were given problems to solve, also with feedback on correctness. With over 100 students per condition, an erroneous example effect was found: students who worked with the interactive erroneous examples did significantly better than the problem solving students on a delayed posttest. While this finding is highly encouraging, our ultimate research question is this: how can erroneous examples be adaptively presented to students, targeted at their most deeply held misconceptions, to best leverage their effectiveness? This paper discusses how the results of the present study will lead us to an adaptive version of the erroneous examples material.

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The Self-Explanation Principle in Multimedia Learning

Cited by 161 publications

References 42 publications

Why some surprises are more surprising than others: Surprise as a metacognitive sense of explanatory difficulty

Why some surprises are more surprising than others: Surprise as a metacognitive sense of explanatory difficulty

Towards a Framework for Attention Cueing in Instructional Animations: Guidelines for Research and Design

To Err Is Human, to Explain and Correct Is Divine: A Study of Interactive Erroneous Examples with Middle School Math Students

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