Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction to Multimedia Learning
- PART I THEORETICAL FOUNDATIONS
- PART II BASIC PRINCIPLES OF MULTIMEDIA LEARNING
- PART III ADVANCED PRINCIPLES OF MULTIMEDIA LEARNING
- 14 The Guided Discovery Principle in Multimedia Learning
- 15 The Worked-Out Examples Principle in Multimedia Learning
- 16 The Collaboration Principle in Multimedia Learning
- 17 The Self-Explanation Principle in Multimedia Learning
- 18 The Animation and Interactivity Principles in Multimedia Learning
- 19 Navigational Principles in Multimedia Learning
- 20 The Site Map Principle in Multimedia Learning
- 21 Prior Knowledge Principle in Multimedia Learning
- 22 The Cognitive Aging Principle in Multimedia Learning
- PART IV MULTIMEDIA LEARNING IN CONTENT AREAS
- PART V MULTIMEDIA LEARNING IN ADVANCED COMPUTER-BASED CONTEXTS
- Author Index
- Subject Index
- References
17 - The Self-Explanation Principle in Multimedia Learning
Published online by Cambridge University Press: 05 June 2012
Edited by
Book contents
- Frontmatter
- Contents
- Preface
- Contributors
- 1 Introduction to Multimedia Learning
- PART I THEORETICAL FOUNDATIONS
- PART II BASIC PRINCIPLES OF MULTIMEDIA LEARNING
- PART III ADVANCED PRINCIPLES OF MULTIMEDIA LEARNING
- 14 The Guided Discovery Principle in Multimedia Learning
- 15 The Worked-Out Examples Principle in Multimedia Learning
- 16 The Collaboration Principle in Multimedia Learning
- 17 The Self-Explanation Principle in Multimedia Learning
- 18 The Animation and Interactivity Principles in Multimedia Learning
- 19 Navigational Principles in Multimedia Learning
- 20 The Site Map Principle in Multimedia Learning
- 21 Prior Knowledge Principle in Multimedia Learning
- 22 The Cognitive Aging Principle in Multimedia Learning
- PART IV MULTIMEDIA LEARNING IN CONTENT AREAS
- PART V MULTIMEDIA LEARNING IN ADVANCED COMPUTER-BASED CONTEXTS
- Author Index
- Subject Index
- References
Summary
Abstract
Learning in multimedia environments is hard because it requires learners to actively comprehend and integrate information across diverse sources and modalities. Self-explanation is an effective learning strategy that helps learners develop deep understanding of complex phenomena and could be used to support learning from multimedia. Researchers have established the benefits of self-explaining across many domains for a range of ages and learning contexts (including multimedia situations). This research demonstrates that some learners are natural self-explainers and also indicates that learners can be trained to self-explain. However, even when trained, there remain large individual differences in effective self-explaining. Additional support, which may be afforded by multimedia environments, appears to be needed for engaging some learners in this activity. This chapter reviews related literature and explores the relationship between multimedia learning and self-explaining.
Introduction
Multimedia learning environments have the potential to substantially improve student learning compared to single media (Mayer & Moreno, 2002; Najjar, 1996). Controlled studies that compare multimedia (e.g, combinations of text and illustrations or narration and animation) with single media resources have found that students learn better from a combination of media, provided that the materials are well-designed (Goldman, 2003; Mayer, 1993; Mayer & Anderson, 1991; Mayer & Gallini, 1990; Mayer, Heiser, & Lonn, 2001).
- Type
- Chapter
- Information
- The Cambridge Handbook of Multimedia Learning , pp. 271 - 286Publisher: Cambridge University PressPrint publication year: 2005
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