Active processing of instructional explanation prompts increase coverage of main content items¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Experiment 2, active processing prompts substantially increased the extent to which learners covered the main content items in their entries (ηp2 = .18); Experiment 1 showed a comparable effect (ηp2 = .14). → Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle 2020

Evidence¶

Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle 2020¶

Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle. (2020). Example-based learning: should learners receive closed-book or open-book self-explanation prompts? Instructional Science. https://doi.org/10.1007/s11251-020-09523-4

q3 · i3 · causal · r2

ANCOVA on instructional explanation processing in Experiment 2, controlling for pretest and chemistry grade, printed "F(1, 120) = 26.27, p < .001, ηp2 = .18"; Experiment 1 reported the corresponding main effect with ηp2 = .14.

"An ANCOVA showed that the active processing of instructional explanation prompts substantially increased the extent to which the learners covered the main content items of the basic instructional explanations in their text box entries, F(1, 120) = 26.27, p < .001, ηp2 = .18."

Discussion¶

Related Claims¶

• Elaborative Interrogation Improves Learning — related
• Self-explanation substantially increases time on task, raising questions about its efficiency — related
• Closed-book self-explanation prompts show no added value on delayed posttest performance, even with prior active processing of instructional explanations — related
• Learners report more positive attitudes toward externally regulated prompts than self-regulated prompts — related