Abstract

The current study investigated how people learn design principles from examples of PowerPoint presentation slides through self-explanation and co-explanation. This study also explored a strategy to improve the effectiveness of co-explanation by integrating it with a collaborative design activity. Preservice teachers (n = 120) studied the design examples of PowerPoint presentation slides in four research conditions: co-explanation with design, co-explanation, self-explanation, and no prompt (control). Pairs of learners in the co-explanation condition explained fewer strengths and weaknesses of the design examples than nominal pairs in the self-explanation condition. Moreover, co-explanation was not more effective than self-explanation when it came to individual learning outcomes. In contrast, pairs in the co-explanation with design condition were more actively engaged in co-explaining design examples than pairs in the co-explanation condition. This study shows that co-explanation with design is more beneficial for constructing and sharing knowledge of design principles than co-explanation only. This study discussed a trade-off between constructive/interactive learning effects and transactional activity costs in co-explaining design examples.

Citation

Cho, Y.H. & Lee, S.E. (2013). The role of co-explanation and self-explanation in learning from design examples of PowerPoint presentation slides. Computers & Education, 69(1), 400-407. Elsevier Ltd. Retrieved August 13, 2024 from https://www.learntechlib.org/p/201061/.

Keywords

• collaborative learning
• Design task
• Example-based learning
• PowerPoint
• Self-explanation