The Self-Explanation Principle in Multimedia Learning

doi:10.1017/CBO9780511816819.018

17 - The Self-Explanation Principle in Multimedia Learning

Published online by Cambridge University Press: 05 June 2012

Marguerite Roy and

Michelene T. H. Chi

Edited by

Richard Mayer

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Marguerite Roy: Affiliation:
University of Pittsburgh
Michelene T. H. Chi: Affiliation:
University of Pittsburgh
Richard Mayer: Affiliation:
University of California, Santa Barbara

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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 - 286

DOI: https://doi.org/10.1017/CBO9780511816819.018 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2005

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