Learner-generated explanations: effects on restudying and learning from a multimedia lesson

Two experiments investigated how writing an explanation after studying a multimedia lesson influences restudy behavior (eye movements) and learning. In Experiment 1, college students who wrote a retention-based explanation ('Explain how the car's brake system works') spent more time focusing on the text and less time on the picture during the restudy period than students who did not explain, resulting in better retention but not transfer performance. In Experiment 2, writing a transfer-based explanation ('Suppose you press on the brake pedal in your car but the brakes don't work. What could have gone wrong?') did not significantly impact subsequent eye movements during restudying or learning outcomes. These findings highlight the challenges of designing generative activities to guide productive restudy behavior. We discuss implications for the utility of generative strategies and process measures of self-regulation.