Learner-Generated Explanations: Effects on Restudying and Learning from a Multimedia Lesson

Autor/inn/en	Fiorella, Logan; Pilegard, Celeste
Titel	Learner-Generated Explanations: Effects on Restudying and Learning from a Multimedia Lesson
Quelle	In: Educational Psychology, 41 (2021) 1, S.45-62 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fiorella, Logan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1755829
Schlagwörter	College Students; Multimedia Instruction; Student Behavior; Writing Assignments; Eye Movements; Learning Processes; Reader Text Relationship; Time on Task; Retention (Psychology); Metacognition; Learning Strategies; Independent Study + Suchen Sie Ihr Suchwort? Collegestudent; Multimediales Lernen; Student behaviour; Schülerverhalten; Augenbewegung; Learning process; Lernprozess; Zeitaufwand; Merkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbststudium
Abstract	Two experiments investigated how writing an explanation after studying a multimedia lesson influences restudy behavior (eye movements) and learning. In Experiment 1, college students who wrote a retention-based explanation ('Explain how the car's brake system works') spent more time focusing on the text and less time on the picture during the restudy period than students who did not explain, resulting in better retention but not transfer performance. In Experiment 2, writing a transfer-based explanation ('Suppose you press on the brake pedal in your car but the brakes don't work. What could have gone wrong?') did not significantly impact subsequent eye movements during restudying or learning outcomes. These findings highlight the challenges of designing generative activities to guide productive restudy behavior. We discuss implications for the utility of generative strategies and process measures of self-regulation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01