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Self-Explanation Principle
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==Evidence== A two-by-two design with self-explanation prompts or no instructional explanations is used in the experiment of Schworm and Renkl <ref name="Schworm">Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: When instructional explanations reduce self-explanations. Computers & Education , 46 (4), 426– 445. </ref> (2006) with 47 students from low- and medium-track German schools and 33 from high-track German schools. Self-explanations were created by students by typing, and instructional explanations were provided on demand by clicking a button. Different versions of the program were compared to determine how they affected objective and subjective learning outcomes, perceived helpfulness, and learning time. Self-explanations were assessed as learning process data. The immediate post-test showed that participants who had to self-explain but were not given instructional explanations performed the best, while those who did neither have to self-explain nor receive instruction explanations performed the worst. Those who received instructional explanations and were prompted to explain themselves did better than those who received no prompts or no explanations but did worse than those who received prompts without explanations<ref name="Mayer">Mayer, R. E. (Ed.). (2014). "Cambridge handbook of multimedia learning." Cambridge University Press. </ref>. Learning outcomes were positively affected by self-explanation prompts, whereas instructional explanations may reduce student teachers' self-explanation activities. It was therefore more effective to self-explain alone rather than with direct instruction to enhance learning. Therefore, the self-explanation principle is a positively effective principle of multimedia learning. <br><br>
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