Ainsworth, Shaaron and Iacovides, Ioanna
(2005).

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Abstract
The selfexplanation effect (whereby students generate explanations to themselves as they are studying) has been shown to enhance learning in many domains. Recent research has demonstrated that the way that material is presented influences the selfexplanation effect. Ainsworth & Loizou (2003) presented students with information about the circulatory system in either text or diagrams and prompted them to selfexplain. Diagrams students outperformed text students at posttest, generated more selfexplanations and their learning was more dependent on self explaining.
The current study sought to explore if these same benefits would ensue if students constructed selfexplanations in diagrammatic form. Consequently, twentyfour subjects were given information about the human circulatory system to learn. Half of them were given the information in the form of diagrams and asked to write down their selfexplanations. The other half were given the information in the form of text and asked to construct their own selfexplanation diagrams as they selfexplained.
The results showed that students in both conditions learnt and at posttest performed identically on every measure of learning. They also generated the same number and quality of explanations. The only ways these two groups differed is in the amount of information they chose to translate across representations. Text students included almost twice as much information in their pictures as diagram students in their summaries. Furthermore, the amount of information translated predicted learning outcomes whereas the number of selfexplanations did not. Overall, these results showed that by generating their own diagrammatic self explanations while studying, students can overcome the previously reported text disadvantage. It also suggests that some of the some of the benefits of selfexplanation may be due to translating information over representations of different forms.
Item Type:  Conference or Workshop Item 

Academic Unit/School:  Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI) 
Related URLs:  
Item ID:  47231 
Depositing User:  Ioanna Iacovides 
Date Deposited:  19 Oct 2016 11:17 
Last Modified:  19 Dec 2017 10:33 
URI:  http://oro.open.ac.uk/id/eprint/47231 
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