Exploring the use of self-explanation prompts in a collaborative learning environment

A recorded tutorial dialogue can produce positive learning gains, when observed and used to promote discussion between a pair of learners; however, this same effect does not typically occur when an leaner observes a tutorial dialogue by himself or herself. One potential approach to enhancing learning in the latter situation is by incorporating self-explanation prompts, a proven technique for encouraging students to engage in active learning and attend to the material in a meaningful way. This study examined whether learning from observing recorded tutorial dialogues could be made more effective by adding self-explanation prompts in computer-based learning environment. The research questions in this two-experiment study were (a) Do self-explanation prompts help support student learning while watching a recorded dialogue? and (b) Does collaboratively observing (in dyads) a tutorial dialogue with self-explanation prompts help support student learning while watching a recorded dialogue? In Experiment 1, 66 participants were randomly assigned as individuals to a physics lesson (a) with self-explanation prompts (Condition 1) or (b) without self-explanation prompts (Condition 2). In Experiment 2, 20 participants were randomly assigned in 10 pairs to the same physics lesson (a) with self-explanation prompts (Condition 1) or (b) without self-explanation prompts (Condition 2). Pretests and posttests were administered, as well as other surveys that measured motivation and system usability. Although supplemental analyses showed some significant differences among individual scale items or factors, neither primary results for Experiment 1 or Experiment 2 were significant for changes in posttest scores from pretest scores for learning, motivation, or system usability assessments.