Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them

Two experiments investigated whether studying a text with an “explanation intention” and then actually explaining it to (fictitious) other students in writing, would yield the same benefits as previously found for explaining on video. Experiment 1 had participants first studying a text either with the intention to explain it to others or to complete a test, and subsequently restudying vs. explaining in writing. Neither study intention nor...