Hausmann Study2

A comparison of self-explanation to instructional explanation

Robert Hausmann and Kurt VanLehn

Background and Significance

It is widely assumed that an interactive learning resource is more effective in producing learning than non-interactive sources. For instance, it seems reasonable to assume that human tutoring (i.e., interactive) should produce stronger learning gains than reading textual materials (i.e., non-interactive), while controlling for content. Empirical research that evaluates this assumption seems to suggest the matter is more complicated. Learning results suggest that reading can be just as effective as tutoring under certain conditions. Tutoring may only be beneficial when the material is

Glossary

Jointly constructed explanation:

Prompting:

Research question

How is robust learning affected by self-explanation vs. jointly constructed explanations?

Independent variables

Two variables were crossed:

• Interaction: singleton vs. dyad
• Engagement: natural vs. prompted

Hypothesis

The Interactive Hypothesis: the peers will learn more than the solo learners because they benefit from the process of negotiating meaning with a peer, of appropriating part of the peers’ perspective, of building and maintaining common ground, and of articulating their knowledge and clarifying it when the peer misunderstands.

The Coverage Hypothesis: if both peers and singletons cover the same knowledge components, then they will learn the same amount.

Dependent variables & Results

• Near transfer, immediate: problems solved during the laboratory period.

• Near transfer, retention: homework preformance on electrodynamics problems that are isomorphic to the problems solved during the laboratory period.

• Far transfer, retention: homework preformance on electrodynamics problems that are not isomorphic to the problems solved during the laboratory period.

• Acceleration of future learning: homework preformance on magnetisim problems.

Explanation

This study is part of the Interactive Communication cluster, and its hypothesis is

References

VanLehn, K., Graesser, A. C., Jackson, G. T., Jordan, P., Olney, A., & Rose, C. P. (in press). When are tutorial dialogues more effective than reading? Cognitive Science.