Benefits of Writing an Explanation During Pauses in Multimedia Lessons.

Abstract

Generative learning theory posits that learners engage more deeply and produce better learning outcomes when they engage in selecting, organizing, and integrating processes during learning. The present experiments examine whether the generative learning activity of generating explanations can be extended to online multimedia lessons and whether prompts to engage in this generative learning activity work better than more passive instruction. Across three experiments, college students learned about greenhouse gasses from a 4-part online lesson involving captioned animations and subsequently took a posttest. After each part, learners were asked to generate an explanation (write-an-explanation), write an explanation using provided terms (write-a-focused-explanation), rewrite a provided explanation (rewrite-an-explanation), read a provided explanation (read-an-explanation), or simply move on to the next part (no-activity). Overall, students in the write-an-explanation group (Experiments 2 and 3), write-a-focused-explanation group (Experiment 2), and rewrite-an-explanation group (Experiment 3) performed significantly better on a delayed posttest than the no-activity group, but the groups did not differ significantly on an immediate posttest (Experiment 1). These results are consistent with generative learning theory and help identify generative learning strategies that improve online multimedia learning, thereby priming active learning with passive media.