{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,3,26]],"date-time":"2025-03-26T14:23:20Z","timestamp":1742999000244,"version":"3.40.3"},"publisher-location":"Cham","reference-count":20,"publisher":"Springer International Publishing","isbn-type":[{"type":"print","value":"9783030864354"},{"type":"electronic","value":"9783030864361"}],"license":[{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springer.com\/tdm"},{"start":{"date-parts":[[2021,1,1]],"date-time":"2021-01-01T00:00:00Z","timestamp":1609459200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springer.com\/tdm"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021]]},"DOI":"10.1007\/978-3-030-86436-1_12","type":"book-chapter","created":{"date-parts":[[2021,9,8]],"date-time":"2021-09-08T12:12:16Z","timestamp":1631103136000},"page":"149-162","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Examining the Effect of Self-explanations in Distributed Self-assessment"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1258-9380","authenticated-orcid":false,"given":"Cheng-Yu","family":"Chung","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1888-3951","authenticated-orcid":false,"given":"I-Han","family":"Hsiao","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2021,9,9]]},"reference":[{"key":"12_CR1","doi-asserted-by":"publisher","unstructured":"Prather, J., Becker, B.A., Craig, M., Denny, P., Loksa, D., Margulieux, L.: What do we think we think we are doing? Metacognition and self-regulation in programming. In: Proceedings of the 2020 ACM Conference on International Computing Education Research, pp. 2\u201313. ACM, New York (2020). https:\/\/doi.org\/10.1145\/3372782.3406263","DOI":"10.1145\/3372782.3406263"},{"key":"12_CR2","doi-asserted-by":"publisher","unstructured":"Becker, B.A., Quille, K.: 50 years of CS1 at SIGCSE: a review of the evolution of introductory programming education research. In: Proceedings of the 50th ACM Technical Symposium on Computer Science Education - SIGCSE 2019, pp. 338\u2013344. ACM Press, New York (2019). https:\/\/doi.org\/10.1145\/3287324.3287432","DOI":"10.1145\/3287324.3287432"},{"key":"12_CR3","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1207\/s15327809jls0201_1","volume":"2","author":"K VanLehn","year":"1992","unstructured":"VanLehn, K., Jones, R.M., Chi, M.T.H.: A model of the self-explanation effect. J. Learn. Sci. 2, 1\u201359 (1992). https:\/\/doi.org\/10.1207\/s15327809jls0201_1","journal-title":"J. Learn. Sci."},{"key":"12_CR4","doi-asserted-by":"publisher","unstructured":"Aleven, V.A.W.M.M., Koedinger, K.R.: An effective metacognitive strategy: learning by doing and explaining with a computer-based cognitive tutor. Cogn. Sci. 26, 147\u2013179 (2002). https:\/\/doi.org\/10.1207\/s15516709cog2602_1","DOI":"10.1207\/s15516709cog2602_1"},{"key":"12_CR5","doi-asserted-by":"publisher","unstructured":"Vihavainen, A., Miller, C.S., Settle, A.: Benefits of self-explanation in introductory programming. In: Proceedings of the 46th ACM Technical Symposium on Computer Science Education - SIGCSE 2015, pp. 284\u2013289. ACM Press, New York (2015). https:\/\/doi.org\/10.1145\/2676723.2677260","DOI":"10.1145\/2676723.2677260"},{"key":"12_CR6","doi-asserted-by":"publisher","first-page":"145","DOI":"10.1207\/s15516709cog1302_1","volume":"13","author":"MTH Chi","year":"1989","unstructured":"Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P., Glaser, R.: Self-explanations: how students study and use examples in learning to solve problems. Cogn. Sci. 13, 145\u2013182 (1989). https:\/\/doi.org\/10.1207\/s15516709cog1302_1","journal-title":"Cogn. Sci."},{"key":"12_CR7","doi-asserted-by":"publisher","first-page":"201","DOI":"10.1080\/07370008.2018.1539738","volume":"37","author":"C Vieira","year":"2019","unstructured":"Vieira, C., Magana, A.J., Roy, A., Falk, M.L.: Student explanations in the context of computational science and engineering education. Cogn. Instr. 37, 201\u2013231 (2019). https:\/\/doi.org\/10.1080\/07370008.2018.1539738","journal-title":"Cogn. Instr."},{"key":"12_CR8","doi-asserted-by":"publisher","unstructured":"Young, J., Walkingshaw, E.: A Domain analysis of data structure and algorithm explanations in the wild. In: Proceedings of the 49th ACM Technical Symposium on Computer Science Education, pp. 870\u2013875. ACM, New York (2018). https:\/\/doi.org\/10.1145\/3159450.3159477","DOI":"10.1145\/3159450.3159477"},{"key":"12_CR9","doi-asserted-by":"publisher","unstructured":"Cicchinelli, A., et al.: Finding traces of self-regulated learning in activity streams. In: Proceedings of the 8th International Conference on Learning Analytics and Knowledge. pp. 191\u2013200. ACM, New York (2018). https:\/\/doi.org\/10.1145\/3170358.3170381","DOI":"10.1145\/3170358.3170381"},{"key":"12_CR10","doi-asserted-by":"publisher","unstructured":"Asano, Y., Solyst, J., Williams, J.J.: Characterizing and influencing students\u2019 tendency to write self-explanations in online homework. In: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pp. 448\u2013453. ACM, New York (2020). https:\/\/doi.org\/10.1145\/3375462.3375511","DOI":"10.1145\/3375462.3375511"},{"key":"12_CR11","doi-asserted-by":"publisher","unstructured":"Loksa, D., Xie, B., Kwik, H., Ko, A.J.: Investigating novices\u2019 in situ reflections on their programming process. In: Proceedings of the 51st ACM Technical Symposium on Computer Science Education, pp. 149\u2013155. ACM, New York (2020). https:\/\/doi.org\/10.1145\/3328778.3366846","DOI":"10.1145\/3328778.3366846"},{"key":"12_CR12","doi-asserted-by":"publisher","first-page":"757","DOI":"10.1111\/j.1551-6709.2012.01245.x","volume":"36","author":"KR Koedinger","year":"2012","unstructured":"Koedinger, K.R., Corbett, A.T., Perfetti, C.: The Knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning. Cogn. Sci. 36, 757\u2013798 (2012). https:\/\/doi.org\/10.1111\/j.1551-6709.2012.01245.x","journal-title":"Cogn. Sci."},{"key":"12_CR13","series-title":"Lecture Notes in Computer Science","doi-asserted-by":"publisher","first-page":"164","DOI":"10.1007\/11774303_17","volume-title":"Intelligent Tutoring Systems","author":"H Cen","year":"2006","unstructured":"Cen, H., Koedinger, K., Junker, B.: Learning factors analysis \u2013 a general method for cognitive model evaluation and improvement. In: Ikeda, M., Ashley, K.D., Chan, T.-W. (eds.) ITS 2006. LNCS, vol. 4053, pp. 164\u2013175. Springer, Heidelberg (2006). https:\/\/doi.org\/10.1007\/11774303_17"},{"key":"12_CR14","unstructured":"Liu, R., Koedinger, K.R.: Variations in learning rate: student classification based on systematic residual error patterns across practice opportunities. In: Proceedings of the 8th International Conference on Educational Data Mining, pp. 420\u2013423. Educational Data Mining, Madrid (2015)"},{"key":"12_CR15","doi-asserted-by":"publisher","unstructured":"Jung, Y., Wise, A.F.: How and how well do students reflect? Milti-dimensional automated reflection assessment in health professions education. In: Proceedings of the Tenth International Conference on Learning Analytics & Knowledge, pp. 595\u2013604. ACM, New York (2020). https:\/\/doi.org\/10.1145\/3375462.3375528","DOI":"10.1145\/3375462.3375528"},{"key":"12_CR16","doi-asserted-by":"publisher","first-page":"152","DOI":"10.3163\/1536-5050.103.3.010","volume":"103","author":"NE Adams","year":"2015","unstructured":"Adams, N.E.: Bloom\u2019s taxonomy of cognitive learning objectives. J. Med. Libr. Assoc. 103, 152\u2013153 (2015). https:\/\/doi.org\/10.3163\/1536-5050.103.3.010","journal-title":"J. Med. Libr. Assoc."},{"key":"12_CR17","first-page":"1","volume":"1","author":"A Newell","year":"1981","unstructured":"Newell, A., Rosenbloom, P.S.: Mechanisms of skill acquisition and the law of practice. Cogn. Ski. their Acquis. 1, 1\u201355 (1981)","journal-title":"Cogn. Ski. their Acquis."},{"key":"12_CR18","doi-asserted-by":"publisher","first-page":"228","DOI":"10.1016\/j.cogpsych.2010.05.004","volume":"61","author":"AS Benjamin","year":"2010","unstructured":"Benjamin, A.S., Tullis, J.: What makes distributed practice effective? Cogn. Psychol. 61, 228\u2013247 (2010). https:\/\/doi.org\/10.1016\/j.cogpsych.2010.05.004","journal-title":"Cogn. Psychol."},{"key":"12_CR19","doi-asserted-by":"publisher","first-page":"219","DOI":"10.1080\/00461520.2014.965823","volume":"49","author":"MTH Chi","year":"2014","unstructured":"Chi, M.T.H., Wylie, R.: The ICAP framework: linking cognitive engagement to active learning outcomes. Educ. Psychol. 49, 219\u2013243 (2014). https:\/\/doi.org\/10.1080\/00461520.2014.965823","journal-title":"Educ. Psychol."},{"key":"12_CR20","doi-asserted-by":"publisher","unstructured":"Alzaid, M., Hsiao, I.-H.: Behavioral analytics for distributed practices in programming problem-solving. In: 2019 IEEE Frontiers in Education Conference (FIE). IEEE (2019). https:\/\/doi.org\/10.1109\/FIE43999.2019.9028583","DOI":"10.1109\/FIE43999.2019.9028583"}],"container-title":["Lecture Notes in Computer Science","Technology-Enhanced Learning for a Free, Safe, and Sustainable World"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/978-3-030-86436-1_12","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,6,25]],"date-time":"2022-06-25T17:04:20Z","timestamp":1656176660000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/978-3-030-86436-1_12"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021]]},"ISBN":["9783030864354","9783030864361"],"references-count":20,"URL":"https:\/\/doi.org\/10.1007\/978-3-030-86436-1_12","relation":{},"ISSN":["0302-9743","1611-3349"],"issn-type":[{"type":"print","value":"0302-9743"},{"type":"electronic","value":"1611-3349"}],"subject":[],"published":{"date-parts":[[2021]]},"assertion":[{"value":"9 September 2021","order":1,"name":"first_online","label":"First Online","group":{"name":"ChapterHistory","label":"Chapter History"}},{"value":"EC-TEL","order":1,"name":"conference_acronym","label":"Conference Acronym","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"European Conference on Technology Enhanced Learning","order":2,"name":"conference_name","label":"Conference Name","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"2021","order":5,"name":"conference_year","label":"Conference Year","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"20 September 2021","order":7,"name":"conference_start_date","label":"Conference Start Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"24 September 2021","order":8,"name":"conference_end_date","label":"Conference End Date","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"16","order":9,"name":"conference_number","label":"Conference Number","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"ectel2021","order":10,"name":"conference_id","label":"Conference ID","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"https:\/\/ea-tel.eu\/ectel2021","order":11,"name":"conference_url","label":"Conference URL","group":{"name":"ConferenceInfo","label":"Conference Information"}},{"value":"Double-blind","order":1,"name":"type","label":"Type","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"EasyChair","order":2,"name":"conference_management_system","label":"Conference Management System","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"98","order":3,"name":"number_of_submissions_sent_for_review","label":"Number of Submissions Sent for Review","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"21","order":4,"name":"number_of_full_papers_accepted","label":"Number of Full Papers Accepted","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"28","order":5,"name":"number_of_short_papers_accepted","label":"Number of Short Papers Accepted","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"21% - The value is computed by the equation \"Number of Full Papers Accepted \/ Number of Submissions Sent for Review * 100\" and then rounded to a whole number.","order":6,"name":"acceptance_rate_of_full_papers","label":"Acceptance Rate of Full Papers","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"3","order":7,"name":"average_number_of_reviews_per_paper","label":"Average Number of Reviews per Paper","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"1.5","order":8,"name":"average_number_of_papers_per_reviewer","label":"Average Number of Papers per Reviewer","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}},{"value":"Yes","order":9,"name":"external_reviewers_involved","label":"External Reviewers Involved","group":{"name":"ConfEventPeerReviewInformation","label":"Peer Review Information (provided by the conference organizers)"}}]}}