Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them

By Vincent Hoogerheide, Lian Deijkers, Sofie M. M. Loyens, A. Heijltjes, Tamara van Gog. 2016

110 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9e22b4a064029433bf382c07afb8abdbcc6f9963

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Tamara van Gog
2. Fred Paas
3. Logan Fiorella
4. Vincent Hoogerheide
5. Alexander Renkl
6. John Sweller
7. Richard E. Mayer
8. J. V. van Merriënboer

In Experimental and Cognitive Psychology

1. Tamara van Gog
2. Fred Paas
3. Logan Fiorella
4. Alexander Renkl
5. Vincent Hoogerheide
6. John Sweller
7. Richard E. Mayer
8. J. V. van Merriënboer

Citations in the corpus

• Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, background): “It was expected that, in line with findings from prior research (Hoogerheide et al., 2016), teaching a worked example on video to a fictitious peer student would induce cognitive processes that would place higher demands on working memory (i.e., would be more effortful) than studying that example,…”