Editing Self-Explanation Principle (section)

==Design Implications==
[[File:Example of Scaffolded prompted self-explanation.png|thumb|right|Example of Scaffolded self-explanation]]The self-explanation principle is widely used in exams and practices in school work. For example, utilizing scaffolds to help students self-explain is a better way to motivate them<ref name="Berthold">Berthold, K., Eysink, T. H. S., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science , 37 (4), 345– 363.
</ref>. In Figure<ref name="Berthold">Berthold, K., Eysink, T. H. S., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science , 37 (4), 345– 363.
</ref>, there is a question about calculating the probability designed for students who just learn the probability. As students answer the question and calculate the probability with the scaffold below the question, they fill in the blanks with scaffolding prompts and explain them. In this case, novice learners may benefit from this technique, as they may lack sufficient prior knowledge to generate open-ended self-explanations‎<ref name="Mayer">Mayer, R. E. (Ed.). (2014). "Cambridge handbook of multimedia learning." Cambridge University Press.
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