Does increasing social presence enhance the effectiveness of writing explanations?

Abstract

Writing explanations has demonstrated to be less effective than providing oral explanations, as writing triggers less amounts of perceived social presence during explaining. In this study, we investigated whether increasing social presence during writing explanations would aid learning. University students (N = 137) read an instructional text about immunology; their subsequent task depended on experimental condition. Students either explained the contents to a fictitious peer orally, wrote their explanations in a text editor, or wrote them in a messenger chat, which was assumed to induce higher levels of social presence. A control group retrieved the material. Surprisingly, we did not obtain any differences in learning outcomes between experimental conditions. Interestingly, explaining was more effortful, enjoyable, and interesting than retrieving. This study shows that solely inducing social presence does not improve learning from writing explanations. More importantly, the findings underscore the importance of cognitive and motivational conditions during learning activities.