Advancing the design of self-explanation prompts for complex problem-solving
- Title
- Advancing the design of self-explanation prompts for complex problem-solving
- Author
- 김동식
- Keywords
- cognitive load; complex problem-solving; conceptual knowledge; procedural knowledge; self-explanation prompts
- Issue Date
- 2020-11
- Publisher
- Society for Research and Knowledge Management
- Citation
- International Journal of Learning, Teaching and Educational Research, v. 19, no. 11, page. 88-108
- Abstract
- This research investigated the effects of focus (inference vs. inference followed by integration) and level (low vs. middle vs. high) in self-explanation prompts on both cognitive load and learning outcomes. To achieve this goal, a 2*3 experiment design was employed. A total of 199 South Korean high school students were randomly assigned to one of six conditions. The two-way MANOVA was used to analyse the effects of the self-explanation prompts on learning outcomes. Results showed that there was an interaction effect between focus and level of self-explanation prompts on delayed conceptual knowledge, suggesting that the focus of self-explanation prompts could be varied depending on their level. Second, learners who were given a high level of prompts scored higher on the immediate conceptual knowledge test than those who received a low level of prompts. A two-way ANOVA was conducted to analyse the effects of the self-explanation prompts on cognitive load and showed no significant interaction effect. However, there was a main effect in the level of the prompt that a high level of self-explanation prompts imposed a lower cognitive load compared to a low level of prompts. In sum, the design and development of self-explanation prompts should consider both focus and level, especially to improve complex problem-solving skills.
- URI
- http://ijlter.org/index.php/ijlter/article/view/2856/pdfhttps://repository.hanyang.ac.kr/handle/20.500.11754/172245
- ISSN
- 1694-2493; 1694-2116
- DOI
- 10.26803/ijlter.19.11.6
- Appears in Collections:
- COLLEGE OF EDUCATION[S](사범대학) > EDUCATIONAL TECHNOLOGY(교육공학과) > Articles
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