Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?

Which beliefs it touches

• C15 Learning by teaching sets a limit on it

  Cumulating meta-analysis (18 studies): explaining to a fictitious student helped conceptual knowledge when spoken (g = 0.34) but not when written (g = −0.07, 6 comparisons); immediate and delayed tests pooled. Cited in open question 13.