2017/01/01 by Tai-Yin Chi, Lorne Olfman, Dale E. Berger · 1 citation
Psychology · #Educational Games and Gamification #Innovative Teaching and Learning Methods #Visual and Cognitive Learning Processes
paper · pdf · doi:10.24251/hicss.2017.010
openalex publication_date 2017/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
We conducted an experimental study to determine to what extent computer skill learners can benefit from generating self-explanation with the aid of different computer-based visualization technologies. Self-explanation was stimulated with dynamic visualization (Screencast), static visualization (Screenshot), or verbal instructions only, and compared to a control group with no self-explanation instructions. Sixty-two subjects were assigned to these four conditions for learning HTML fundamentals. Two quizzes were used to test learning outcomes. In comparison to the control condition, performance was best with dynamic visualization and static visualization. The self-explanation condition without visualization did not attain statistical significance in comparison to the control condition. Qualitative data collected from a learning experience survey regarding the subjects’ opinions about self-explanation prompts showed that subjects in different treatment groups gave similar responses about how they benefited from self-explanation prompts for learning HTML.