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

被引：0

作者：

Kwon, Kyungbin ^{[1
]}

Kumalasari, Christiana D. ^{[1
]}

Howland, Jane L. ^{[1
]}

机构：

[1] Univ Missouri, Columbia, MO 65211 USA

来源：

JOURNAL OF INTERACTIVE ONLINE LEARNING | 2011年 / 10卷 / 02期

关键词：

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：96 / 112

页数：17

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