The double-edged effects of explanation prompts

Computers in Human Behavior

Volumn 27, Issue 1, 2011, Pages 69-75

  Berthold, Kirsten ^a   Röder, Heidi ^b   Knörzer, Daniel ^c   Kessler, Wolfgang ^c   Renkl, Alexander ^c  

^a BIELEFELD UNIVERSITY   (Germany)

^b UNIVERSITY OF BASEL   (Switzerland)

^c UNIVERSITY OF FREIBURG   (Germany)

Author keywords

Cognitive load theory; Conceptual knowledge; E learning; Explanation prompts; Procedural knowledge

Indexed keywords

COGNITIVE LOAD THEORY; COGNITIVE LOADS; CONCEPTUAL KNOWLEDGE; CONCEPTUAL UNDERSTANDING; E-LEARNING MODULES; EXPLANATION PROMPTS; POSITIVE EFFECTS; PROCEDURAL ASPECTS; PROCEDURAL KNOWLEDGE; UNIVERSITY STUDENTS; UPPER LIMITS;

E-LEARNING;

EID: 78449304778     PISSN: 07475632     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.chb.2010.05.025     Document Type: Article

References (24)

1. K. Berthold, T.H.S. Eysink, and A. Renkl Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations Instructional Science 37 2009 345 363
2. K. Berthold, and A. Renkl Instructional aids to support a conceptual understanding of multiple representations Journal of Educational Psychology 101 2009 70 87
3. R. Brünken, J.L. Plass, and D. Leutner Direct measurement of cognitive load in multimedia learning Educational Psychologist 38 2003 53 61
4. M.T.H. Chi Self-explaining expository texts: The dual processes of generating inferences and repairing mental models R. Glaser, Advances in instructional psychology 2000 Lawrence Erlbaum Associates Mahwah, NJ 161 238
5. M.T.H. Chi, M. Bassok, M.W. Lewis, P. Reimann, and R. Glaser Self-explanations: How students study and use examples in learning to solve problems Cognitive Science 13 1989 145 182
6. M.T.H. Chi, N. De Leeuw, M.-H. Chiu, and C. LaVancher Eliciting self-explanations improves understanding Cognitive Science 18 1994 439 477
7. J. Cohen Statistical power analysis for the behavioral sciences 2nd ed. 1988 Erlbaum Hillsdale, NJ
8. T. De Jong, and M.G.M. Ferguson-Hessler Types and qualities of knowledge Educational Psychologist 31 1996 105 113
9. C.S. Dweck, and E.L. Leggett A social-cognitive approach to motivation and personality Psychological Review 95 1988 256 273
10. P. Gerjets, K. Scheiter, and R. Catrambone Can learning from molar and modular worked-out examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction 16 2006 104 121
11. C.S. Große, and A. Renkl Effects of multiple solution methods in mathematics learning Learning and Instruction 16 2006 122 138
12. S. Kalyuga Schema acquisition and sources of cognitive load J. Plass, R. Moreno, R. Brünken, Cognitive load theory and research in educational psychology 2010 Cambridge University Press New York, NY 48 64
13. A. King Enhancing peer interaction and learning in the classroom American Educational Research Journal 27 1990 664 687
14. L. Mihalca, R. Salden, G. Corbalan, F. Paas, and M. Miclea Effectiveness of cognitive-load based adaptive instruction in genetics education Computers in Human Behavior 27 2011 82 88
15. F.G.W.C. Paas, J.E. Tuovinen, H.K. Tabbers, and P.W.M. Van Gerven Cognitive load measurement as a means to advance cognitive load theory Educational Psychologist 38 2003 63 71
16. M. Pressley, E. Wood, V.E. Woloshyn, V. Martin, A. King, and D. Menke Encouraging mindful use of prior knowledge: Attempting to construct explanatory answers facilitates learning Educational Psychologist 27 1992 91 109
17. A. Renkl The worked-out example principle in multimedia learning R.E. Mayer, Cambridge handbook of multimedia learning 2005 Cambridge University Press Cambridge, England 229 247
18. A. Renkl, and R.K. Atkinson Interactive learning environments: Contemporary issues and trends. An introduction to the special issue Educational Psychology Review 19 2007 235 238
19. S. Robins, and R.E. Mayer Schema formation in analogical reasoning Journal of Educational Psychology 85 1993 529 538
20. Roy, M., & Chi, M. T. H. (2005). The self-explanation principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 271-286) Cambridge, England: Cambridge University Press.
21. A. Schwamborn, H. Thillmann, M. Opfermann, and D. Leutner Cognitive load and instructionally supported learning with provided and learner-generated visualizations Computers in Human Behavior 27 2011 89 93
22. J. Sweller The worked example effect and human cognition Learning and Instruction 16 2006 165 169
23. P.W.M. Van Gerven, F.G.W.C. Paas, J.J.G. van Merriënboer, and H.G. Schmidt Memory load and the cognitive pupillary response in aging Psychophysiology 41 2004 167 174
24. S.A.J. Wetzels, L. Kester, and J.G. van Merriënboer Adapting prior knowledge activation: Mobilisation, perspective taking, and learners' prior knowledge Computers in Human Behavior 27 2011 16 21