During training sessions, experimental-group students were more focused and autonomous while control-group students were more dispersed and often did not complete transfer tasks¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Observed reactions and teacher interviews showed experimental students involved, focused and completing all tasks, whereas some control students did not complete tasks and left transfer tasks incomplete. → Melo 2018

Evidence¶

Melo 2018¶

Melo, M. (2018). The 4C/ID-Model in Physics Education: Instructional Design of a Digital Learning Environment to Teach Electrical Circuits. International Journal of Instruction, 11(1), 103-122. https://doi.org/10.12973/iji.2018.1118a

q1 · i? · causal · r1

Qualitative data from an observation sheet applied at the beginning and during the two sessions and from teacher interviews; teachers also reported control-group students were more dispersed and that some could not finish tasks autonomously.

"The interviewed teachers reported that during the completion of the learning tasks the students of the experimental group were very focused and committed, always showing great care when reading the messages of the corrective and cognitive feedback system."

Discussion¶

Related Claims¶

• 9th-grade students taught electrical circuits with a 4C/ID-based digital learning environment performed better on a learning transfer test than students taught by conventional teacher-centred instruction — related
• Students completing smartphone activities show significantly less distraction than students doing identical paper-based activities — related
• AR-supported learners complete motherboard assembly in shorter time and with less help than print-material learners — related
• A companion quasi-experimental study attributed greater performance and lower perceived mental effort to the 4C/ID digital environment, especially on transfer — related