Erratum to “The effects of self‐explaining when learning with text or diagrams”

By Shaaron E. Ainsworth, Andrea Th. Loizou. 2003

312 citations recorded by the source corpus.

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How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017, background): “First, prompting students to self-explain how the visual representation corresponds to text-based explanations has been found to be effective (Ainsworth and Loizou 2003; Seufert 2003) (guideline 1.”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “When information is presented in two modes, the processing of that information can be distributed between the two systems, maximising memory resources (Ainsworth & Loizou, 2003; Moreno & Mayer, 2002).”
Instruction Based on Self-Explanation (2010, background): “For example, Ainsworth and Loizou (2003) found that students presented with diagrams generated signif icantly more self-explanations and showed greater learning outcomes than students presented with the material in a text-only format. Further, Butcher (2006) found that simple diagrams led to more in”
Cognitive activities in complex science text and diagrams (2010, background): “A handful of studies comparing students’ cognitive processes in text vs. diagrams have found that students make more inferences in diagrams than in running text (Ainsworth & Loizou, 2003; Butcher, 2006; Moore & Scevak, 1997).”