Recent studies have shown that self‐explanation is an effective metacognitive strategy, but
how can it be leveraged to improve students' learning in actual classrooms? How do …

Self-explanation is a process by which learners generate inferences about causal
connections or conceptual relationships. A meta-analysis was conducted on research that …

Learning involves the integration of new information into existing knowledge. Generating
explanations to oneself (self-explaining) facilitates that integration process. Previously, self …

Background Self‐explanation, or generating explanations to oneself in an attempt to make
sense of new information, can promote learning. However, self‐explaining takes time, and …

Self-explaining has been repeatedly shown to result in positive learning outcomes for
students in a wide variety of disciplines. However, there are two potential accounts for why …

Promoting self-explanation (ie, generating explanations for oneself in an attempt to make
sense of new information) is a recommended study strategy and instructional practice. A …

Self-explanation is an effective metacognitive strategy, as a number of cognitive science
studies have shown. In a previous study we showed that self-explanation can be supported …

Recent research has shown that learning from worked-out examples is of major importance
for initial skill acquisition in well-structured domains such as mathematics. However, only …

We present a computational framework designed to improve learning from examples by
supporting self-explanation ö the process of clarifying and making more complete to oneself …

Learning from worked-out examples is very effective for initial skill acquisition, at least when
learners actively explain the solution steps in the examples to themselves. However …