You are here:

Assisting Self-Explanation Prompts Are More Effective than Open Prompts when Learning with Multiple Representations

, ,

ISAIJLS Volume 37, Number 4, ISSN 0020-4277


Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations. Thus, it is necessary to support the learners' self-explanation activity, which concerns the integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided. We call this the "assisting self-explanation prompt effect" which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding.


Berthold, K., Eysink, T.H.S. & Renkl, A. (2009). Assisting Self-Explanation Prompts Are More Effective than Open Prompts when Learning with Multiple Representations. Instructional Science: An International Journal of the Learning Sciences, 37(4), 345-363. Retrieved February 27, 2021 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.