Teaching the contents of study materials by providing explanations to fellow students can be a beneficial instructional activity. A learning-by-teaching effect can also occur when students provide explanations to a real, remote, or even fictitious audience that cannot be interacted with. It is unclear, however, which underlying mechanisms drive learning by non-interactive teaching effects and why several recent studies did not replicate this effect. This literature review aims to shed light on when and why learning by non-interactive teaching works. First, we review the empirical literature to comment on the different mechanisms that have been proposed to explain why learning by non-interactive teaching may be effective. Second, we discuss the available evidence regarding potential boundary conditions of the non-interactive teaching effect. We then synthesize the available empirical evidence on processes and boundary conditions to provide a preliminary theoretical model of when and why non-interactive teaching is effective. Finally, based on our model of learning by non-interactive teaching, we outline several promising directions for future research and recommendations for educational practice.

通过向同学提供解释来教授学习材料的内容是一种有益的教学活动。当学生向无法与之互动的真实的、远程的，甚至是虚构的观众提供解释时，也可能发生“边学边学”的效果。然而，尚不清楚哪些潜在机制通过非交互式教学效果驱动学习，以及为什么最近的几项研究没有复制这种效果。这篇文献综述旨在阐明何时以及为什么通过非交互式教学作品进行学习。首先，我们回顾了实证文献，评论了为解释为什么非交互式教学可能有效而提出的不同机制。其次，我们讨论了关于非交互式教学效果的潜在边界条件的可用证据。然后，我们综合有关过程和边界条件的可用经验证据，以提供非交互式教学何时以及为何有效的初步理论模型。最后，基于我们的非交互式教学学习模型，我们概述了未来研究的几个有希望的方向，并为教育实践提出建议。