The effects of self-explanations on student learning in a multimedia environment
Abstract: In the last decade, computer and multimedia use has skyrocketed in educational learning environments. Accordingly, multimedia is perceived by educators to have an important role in the future of education (Lowerison, Sclater, Schmid, & Abrami, 2006). This has led to an increased number of representations being presented to learners in computer-based multimedia environments. Multimedia instruction consists of a combination of representations and is defined by Mayer (2005) as, “presenting both words (such as printed text or spoken text) and pictures (such as illustrations, photos, animation, or video)” (p. 2). Studies show that multimedia instruction can aid student learning and is an effective means of content delivery (Eilam & Poyas, 2008; Mayer, 2014). Learning from this environment requires that learners construct mental representations from the multimedia elements (Seufert, 2003). Accordingly, how well students learn is affected by the design of the material and students’ self-regulatory processes (Moos & Azevedo, 2008). However, little research has examined the role that these self-regulatory processes have in multimedia learning; specifically, they have not examined if these effects are greater for single vs multiple representations (Mayer, 2014). In this study we investigate the effects of a self-explanation strategy from student learning in a multimedia environment.