Analytical competence showed a leap-plateau trajectory across sequential authentic-video workshops, improving mainly between Workshops 2 and 3¶

Claim · All claims
Evidence · 1 study · design r2 · q2 · i2 medium
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Analysis dimension scores rose significantly from Workshop 2 to Workshop 3, then stabilized with no significant Workshop 3-to-4 change. → Zhang Beibei et al 2026

Evidence¶

Zhang Beibei et al 2026¶

Zhang Beibei et al. (2026). A sequential integrating virtual simulation and authentic video for preschool teacher candidates' observational skills training: A design-based intervention study. PLoS One. https://doi.org/10.1371/journal.pone.0358951

q2 · i2 · design · r2

Longitudinal paired comparisons of 8 groups' analysis scores across AV Workshops 2–4; Wilcoxon check consistent for Workshop 2–3 (z = −2.524, p = 0.012). No significant difference between Workshops 3 and 4 (t = 0.077, p = 0.941).

"the analysis dimension score after the second workshop was 24.75 ± 0.89, which significantly increased to 25.84 ± 0.51 after the third workshop (t = −6.093, p < 0.001, Cohen's d = [−2.154]"

Discussion¶

Related Claims¶

• In the initial skill acquisition phase, authentic video yielded higher overall observation assignment scores than virtual simulation — the general claim this finding bears on, with the studies behind it
• Supportive competence grew continuously through Workshop 4 while basic observation ability remained stable across sequential AV workshops — related
• Authentic video outperformed virtual simulation on the higher-order analysis and support dimensions of observation assignments — related
• Virtual simulation stimulated higher self-reported purposefulness (active reflection) than authentic video — related