The advantage of the 4C/ID-based environment over conventional instruction was much larger on learning transfer than on knowledge reproduction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Control-group students tended to score only slightly lower on the reproduction test but much lower on the transfer test compared with the experimental group. → 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

q2 · i? · causal · r1

Observation of the two groups' performance on both achievement tests, shown graphically in Figure 4 and described in the Findings section; the reproduction difference was 6.6% (first application) versus 21.4% for transfer.

"the students in the control group tended to score slightly lower than those of the students in the experimental group in the reproduction test. However, with respect to the transfer test scores, the results show that the students in the control group have much lower scores when compared with those in the experimental group."

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 — possibly the same claim (merge candidate)
• A companion quasi-experimental study attributed greater performance and lower perceived mental effort to the 4C/ID digital environment, especially on transfer — possibly the same claim (merge candidate)
• Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals — related
• A training-design argument, not tested by any study recorded here, holds that practising whole complex tasks improves transfer of complex skills — a broader claim this one bears on