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Self-explanation is a process by which learners generate inferences about causal connections or conceptual relationships. A meta-analysis was conducted on research that investigated learning outcomes for participants who received self-explanation prompts while studying or solving problems. Our systematic search of relevant bibliographic databases identified 69 effect sizes (from 64 research reports) which met certain inclusion criteria. The overall weighted mean effect size using a random effects model was g = 0.55. We coded and analyzed 20 moderator variables including type of learning task (e.g., solving problems, studying worked problems, and studying text), subject area, level of education, type of inducement, and treatment duration. We found that self-explanation prompts are a potentially powerful intervention across a range of instructional conditions. Due to the limitations of relying on instructor-scripted prompts, we recommend that future research explore computer-generation of self-explanation prompts.

Researching self-regulated learning (SRL) as a process that evolves across multiple episodes of studying poses large methodological challenges. While self-report data provide useful information about learners' perceptions of learning, these data are not reliable indicators of studying tactics learners actually use while studying, especially when learners are young children. We argue that self-reports about SRL need to be augmented by fine-grained traces that are records of learners' actual activities as they study. We describe how gStudy software unobtrusively collects detailed trace data about learners' use of study tactics as they engage with content presented in learning kits--collections of documents (e.g., texts, graphics, video clips) and tasks (e.g., notes, concept maps) on which learners operate to study. We suggest that trace data can advance research about how learners select, monitor, assemble, rehearse, and translate information to learn it, and provide raw materials for mapping SRL and its effects. Examples from the "Life Cycles Learning Kit" that supports grade 1 students learning about the life cycles of humans and frogs are given.