Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles

By Bethany Rittle-Johnson, Abbey Marie Loehr, Kelley Durkin. 2017

136 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d16cecd3ab487f09ace63fefce294d763d0d4624

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

• Inducing Self-Explanation: a Meta-Analysis (2018, unknown): “A second meta-analysis was conducted on self-explanation in learning mathematics (Rittle-Johnson et al. 2017).”
• Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, background): “We know that the effectiveness of selfexplaining depends on a variety of contextual factors (RittleJohnson & Loehr, 2017; Rittle-Johnson et al., 2017), and although this may also apply to teaching on video, the evidence available thus far suggests it is an effective instructional strategy for a vari”