Fostering the Understanding of Multi-Representational Examples by Self-Explanation Prompts

Multiple representations in learning materials are usually employed in order to foster understanding. However, they also impose high demands on the learners (e.g., need for integration). By embedding multi-representations in workedout examples, cognitive capacity is released that can be used for self-explanations on the integration and understanding of multiple representations. The effects of two types of selfexplanation prompts were investigated by conducting an experiment comprising three conditions (domain: mathematics). The learners (N = 62) received either (1) selfexplanation prompts, (2) self-explanation prompts in a scaffolding-fading procedure, or (3) no prompts. Both types of self-explanation prompts fostered procedural and conceptual knowledge. With respect to procedural knowledge, the different self-explanations prompts did not differ in their effectiveness. However, conceptual knowledge and especially knowledge indicating the integration of multiple representations was particularly fostered by scaffolded selfexplanation prompts. Thus, for enhancing conceptual understanding, such self-explanation prompts should be provided because they scaffold the learners to reach their zone of proximal development.