Self-explanation prompts in video learning: an optimization study
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-12806-9.pdf
Reference48 articles.
1. Adams, D. M., & Clark, D. B. (2014). Integrating self-explanation functionality into a complex game environment: Keeping gaming in motion. Computers & Education, 73, 149–159. https://doi.org/10.1016/j.compedu.2014.01.002
2. Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology, 95(4), 774–783. https://doi.org/10.1037/0022-0663.95.4.774
3. Bai, C., Yang, J., & Tang, Y. (2022). Embedding self-explanation prompts to support learning via instructional video. Instructional Science, 50(5), 681–701. https://doi.org/10.1007/s11251-022-09587-4
4. Berthold, K., Eysink, T. H. S., & Renkl, A. (2008). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37(4), 345–363. https://doi.org/10.1007/s11251-008-9051-z
5. Berthold, K., Röder, H., Knörzer, D., Kessler, W., & Renkl, A. (2011). The double-edged effects of explanation prompts. Computers in Human Behavior, 27(1), 69–75. https://doi.org/10.1016/j.chb.2010.05.025
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