Eliciting Self-Explanations Improves Understanding

By Michelene T. H. Chi, N. D. Leeuw, Mei-Hung Chiu, Christian LaVancher. 1994

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Citations in the corpus

Explanation in Human-AI Systems: A Literature Meta-Review, Synopsis of Key Ideas and Publications, and Bibliography for Explainable AI (2019, background): “…(Wilkenfeld, 2016; Wilkenfeld et al. 2016ab), to applied research on education and learning examining factors that influence understanding (e.g., Chi et al., 1994); Feltovich et al., 2001) Additional research related to how explanations are understood includes: (Ahn, Kalish, Medin, and Gelman…”
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007, background): “prompts (Chi et al. 1994) may seem to be more interactive forms of instruction than text and video, but they are not in and of themselves interactive.”
The Roles of Mental Animations and External Animations in Understanding Mechanical Systems (2003, background): “Phenomena such as the self-generation effect (Slamecka & Graf, 1978) and the self-explanation effect (Chi et al., 1994) suggest that people learn more effectively (and generate ideas or explanations) if they are more active in the learning process.”
The Instrumental Value of Explanations (2011, background): “…with students who study instructional materials twice, students prompted to explain aspects of the circulatory system perform better on tests that assess information contained within the materials and also on those that assess information that can be inferred from the materials (Chi et al. 1994).”
Toward Computer-Based Support of Meta-Cognitive Skills: a Computational Framework to Coach Self-Explanation (2000, background): “Self-explanation enables students to question and repair their understanding (Chi, in press), in ways that can be different across students and learning situations (Renkl, 1997).”
Representing, Running, and Revising Mental Models: A Computational Model (2018, background): “…misconceptions (e.g., Clement, 1982; diSessa et al., 2004; Hestenes et al., 1992; Ioannides & Vosniadou, 2002; McCloskey, 1983; Vosniadou & Brewer, 1992, 1994) and identiﬁes instructional interventions that help repair them (e.g., Brown & Clement, 1989; Chi et al., 1994; Vosniadou et al., 2007).”
Knowing What to Do and Doing What You Know (2005, background): “explain” ( Chi, de Leeuw, Chiu, & LaVancher, 1994 ) and generate inferences – even if some end”
Implementation of a Peer-Led Team Learning Instructional Approach in an Undergraduate Organic Chemistry Course. (2002, background): “Prior research has demonstrated that prompting students to reflect on their understanding (Rickey, 1999; Schoenfeld, 1985) and generate explanations (Bielaczyc et al., 1995; Chi et al., 1989; Chi et al., 1994; King, 1990, 1992; Webb & Farivar, 1994) improves student learning.”
The relationship between patterns of classroom discourse and mathematics learning (2008, background): “Chi refers to this as self-explanation (Chi et al., 1989; Chi et al., 1994; Hammer, 1995).”