The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
The effects of self-explaining when learning with text or diagrams
Open accessAbstract
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 given diagrams performed significantly better on post‐tests than students given text. Diagrams students also generated significantly more self‐explanations that text students. Furthermore, the benefits of self‐explaining were much greater in the diagrams condition. To discover why diagrams can promote the self‐explanation effect, results are interpreted with reference to the multiple differences in the semantic, cognitive and affective properties of the texts and diagrams studied.
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DeFT: A conceptual framework for considering learning with multiple representations
Ainsworth, S. (2006) · Learning and Instruction · doi:10.1016/j.learninstruc.2006.03.001 · Cited by 1,673
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Creating visual explanations improves learning
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Metadata
- Authors
- Ainsworth, S.
- Venue
- Cognitive Science
- Publisher
- Wiley
- Published
- 2003-08
- Volume
- 27
- Issue
- 4
- Pages
- 669-681
- ISSN
- 0364-0213 (ISSN-L)
- OpenAlex
- W2143963523
- Cited by
- 390
- References
- 8
- FWCI
- 12.04
- Type
- journal article
- Language
- en
- Open access
- bronze
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