self explain what you learn
This evidence decision is attached to the maintained Brali entry above. The public protocol may be narrowed, reviewed, or kept practical according to the decision.
Evidence Ledger · Protocol candidate · reviewed 2026-09-15
Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis
The reviewed source can support a conservative practical protocol.
Brali decision: Protocol candidate. This page summarizes a reviewed evidence boundary; it does not reproduce the source and it does not turn one paper into a universal prescription.
What the source supports
Self-explanation in digital learning environments had a positive average effect on academic performance (reported g = 0.46), with positive average effects for retention and transfer. Effects were moderated by pacing and knowledge type, with larger effects reported for learner-centered pacing and conceptual or mixed knowledge than for procedural knowledge.
What it does not establish
- Self-explanation is always better than other learning strategies.
- One explanation prompt or modality is universally optimal.
- Every paragraph should be self-explained.
- The average effect applies unchanged outside digital learning environments.
- A fluent explanation is accurate without checking it against the source.
Important limitations
- The reviewed evidence is specifically about digital learning environments.
- The meta-analysis reports heterogeneity and moderation rather than a uniform effect across all settings.
- The authors identify the quality and standardization of self-explanations as areas needing further research.
Source context
Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis
- Source type: meta-analysis
- Design: Three-level meta-analysis of 204 effect sizes extracted from 56 studies comparing self-explanation with no-self-explanation conditions in digital learning environments.
- Population: Learners in digital learning environments across the included studies. Effects varied with learning-environment and material characteristics.
- Exposure / intervention: Self-explanation prompts or activities during digital learning, compared with conditions without self-explanation.
- Outcomes: Academic performance; Retention; Transfer
Citation: Tan LP, Gong SY, Wang YJ, Guo XR, Xu XZ, Wang YQ. Educational Psychology Review. 2025;37:20.
DOI: 10.1007/s10648-025-10001-x
What this changes in Brali
Editorial note: Editorial action: publish a new Skill Sprint protocol built around generate -> inspect gap -> source check -> correct. Preserve digital-learning scope and moderation rather than presenting self-explanation as a universal study rule.
Use the boundary, not just the headline
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