Abstract
Modern learning technology (e.g., hypermedia systems) usually provides information in various forms such as text, “realistic” pictures, formal graphs, or algebraic equations in order to foster learning. However, it is well known that learners usually make sub-optimal use of such multiple external representations. In this chapter, we present a series of experiments with older students (senior high-school and up) that analyzed the effects of two metacognitive intervention procedures: self-explanation prompts and “instruction for use” (information on how to use multiple representations). Basically, both interventions foster conceptual understanding and procedural skills. However, there are important boundary conditions. For example, if learners have little prior knowledge they cannot react productively to self-explanation prompts.
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