Delayed ratings of affective variables (interest and motivation) do not differ from the average of immediate ratings, unlike cognitive load ratings¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: tool and model accuracy changes quickly

Subclaims¶

q3 i? In both experiments, delayed interest and motivation ratings did not differ significantly from the averages of the immediate ratings. → Schmeck 2015

Evidence¶

Schmeck 2015¶

Schmeck, A., Opfermann, M., van Gog, T., Paas, F., & Leutner, D. (2015). Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings. Instructional Science, 43, 93–114. https://doi.org/10.1007/s11251-014-9328-3

q3 · i? · causal · r2

Experiment 2 paired-samples comparisons in both sequence groups found no significant delayed-versus-immediate difference for interest or motivation; Experiment 1 likewise reported no significant differences (interest t(167) < 1; motivation p = 0.103). No effect sizes were printed for these null findings.

"the delayed ratings for interest and motivation did not differ from the average of ratings after each task in either Group 1 or 2 (all p’s[ 0.10)."

Discussion¶

Related Claims¶

• A single delayed cognitive load rating after a problem sequence is significantly higher than the average of immediate ratings for both mental effort and perceived difficulty (Experiment 1) — related
• The delayed-higher-than-immediate difference for cognitive load ratings replicates regardless of whether problem complexity increases or decreases across the sequence (Experiment 2) — related
• Delayed cognitive load ratings appear to be based more on the more complex problems in the series than on a recency effect — related
• The predictive value of cognitive load ratings for problem performance was mixed: mental effort predicted performance in Experiment 1, perceived difficulty in Experiment 2, but never both at once — related
• Delayed cognitive load assessments after learning exceed the average of during-learning assessments only when complexity decreases across the learning material — related