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The double-edged effects of explanation prompts
16 references·6 citing·39 second hop
The double-edged effects of explanation prompts (2010)The double-edged effects of explanation p…Advances in Instructional Psychology (2019)Advances in Instructional Psy…The Self-Explanation Principle in Multimedia Learning (2014)The Self-Explanation Principl…Instructional aids to support a conceptual understanding of multiple representations. (2009)Instructional aids to support…Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations (2008)Assisting self-explanation pr…The worked example effect and human cognition (2006)The worked example effect and…The Cambridge handbook of multimedia learning (2006)The Cambridge handbook of mul…Direct Measurement of Cognitive Load in Multimedia Learning (2003)Direct Measurement of Cogniti…Cognitive Load Measurement as a Means to Advance Cognitive Load Theory (2003)Cognitive Load Measurement as…Types and qualities of knowledge (1996)Types and qualities of knowle…Eliciting Self‐Explanations Improves Understanding (1994)Eliciting Self‐Explanations I…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning (1992)Encouraging Mindful Use of Pr…Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning (1990)Enhancing Peer Interaction an…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Scaffolding through prompts in digital learning: A systematic review and meta-analysis of effectiveness on learning achievement (2025)Scaffolding through prompts i…Mapping the Scaffolding of Metacognition and Learning by AI Tools in STEM Classrooms: A Bibliometric–Systematic Review Approach (2005–2025) (2025)Mapping the Scaffolding of Me…Effects of Cognitive and Metacognitive Prompts on Learning Performance in Digital Learning Environments (2023)Effects of Cognitive and Meta…Scaffolding expository history text reading: Effects on adolescents' comprehension, self-regulation, and motivation (2019)Scaffolding expository histor…Towards a framework for effective instructional explanations in science teaching (2018)Towards a framework for effec…Effects of three diagram instruction methods on transfer of diagram comprehension skills: The critical role of inference while learning (2013)Effects of three diagram inst…Cognitive Load During Problem Solving: Effects on Learning (1988)The magical number seven, plus or minus two: Some limits on our capacity for processing information. 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(2006)Metacognition, Motivation, and Understanding (2026)Talking science: language, learning, and values (1991)Learning from Worked‐Out Examples: A Study on Individual Differences (1997)The development of scientific thinking skills in elementary and middle school (2007)Making sense of argumentation and explanation (2008)Interactive Multimodal Learning Environments (2007)Cognitive Theory of Multimedia Learning (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Learning by Expanding (2014)
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References

  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 2019Advances in Instructional Psychology2,532 cited
  • 2003Cognitive Load Measurement as a Means to Advance Cognitive Load Theory2,525 cited
  • 2006The Cambridge handbook of multimedia learning2,313 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1994Eliciting self-explanations improves understanding,2,114 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 2003Direct Measurement of Cognitive Load in Multimedia Learning896 cited
  • 1994Eliciting Self‐Explanations Improves Understanding756 cited
  • 1996Types and qualities of knowledge722 cited
  • 1990Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning375 cited
  • 1992Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning367 cited
  • 2014The Self-Explanation Principle in Multimedia Learning306 cited
  • 2006The worked example effect and human cognition301 cited
  • 2008Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

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238 cited
  • 2009Instructional aids to support a conceptual understanding of multiple representations.238 cited
  • Cited by

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    • 2025Mapping the Scaffolding of Metacognition and Learning by AI Tools in STEM Classrooms: A Bibliometric–Systematic Review Approach (2005–2025)33 cited
    • 2019Scaffolding expository history text reading: Effects on adolescents' comprehension, self-regulation, and motivation32 cited