Inducing Self-Explanation: A Meta-Analysis

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-7 - Modern Learning: Cognitive Processes for the 21st Century

Abstract

Self-explanation is a process in which learners generate inferences about causal connections or conceptual relationships to advance their understanding. Two separate meta-analyses were conducted to assess the instructional effectiveness of self-explanation. The first meta-analysis involving 33 effect sizes examined research that compared learning outcomes of learners induced to self-explain with those neither induced to self-explain nor provided with instructional explanations. The second meta-analysis analyzed 14 effect sizes to compare learning outcomes of learners induced to self-explain to learners who were not induced to self-explain but were given instructional explanations. Both meta-analyses found benefits for learners who self-explained (g = 0.74 and 1.08, respectively). Moderator analyses were also presented in this paper.

Authors

• Kiran Bisra, Simon Fraser University

• Qing Liu, Simon Fraser University

• Farimah Salimi, Simon Fraser University

• John Cale Nesbit, Simon Fraser University

• Mohsen Moghaddam

• Philip H. Winne, Simon Fraser University