The effects of self‐explaining when learning with text or diagrams
Abstract
Self-explaining is an effective metacognitive strategy that can help learners develop deeper understanding of the material they study. This experiment explored if the format of material (i.e., text or diagrams) influences the self-explanation effect. Twenty subjects were presented with information about the human circulatory system and prompted to self-explain; 10 received this information in text and 10 in diagrams. Results showed that students...
Paper Details
Title
The effects of self‐explaining when learning with text or diagrams
Published Date
Jul 1, 2003
Journal
Volume
27
Issue
4
Pages
669 - 681
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