Learners using annotations report higher self-assessed knowledge gain than learners using hyperlinks¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Annotation users experienced higher self-assessed knowledge gain than hyperlink users (partial η2 = 0.60 as printed). → Ruf 2023

Evidence¶

Ruf 2023¶

Ruf, A., Zahn, C., Roos, A.-L., & Opwis, K. (2023). How do enhanced videos support generative learning and conceptual understanding in individuals and groups? Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10275-4

q3 · i3 · causal · r2

Two-way ANOVA on the one-item self-assessed knowledge gain scale (1-5) in the lab experiment; "learners using annotations had experienced a higher knowledge gain (M = 3.83, SD = 0.8)". No setting effect; adding the control group revealed no further significant effects.

"a significant effect for Tool-use was found, F(1,93) = 5.907, p = 0.017, partial η2 = 0.60, indicating (as expected in H2b) that learners using annotations had experienced a higher knowledge gain (M = 3.83, SD = 0.8) than learners using hyperlinks (M = 3.50, SD = 0.6)."

Discussion¶

Related Claims¶

• Tool type shapes learning activity: annotation users perform more macro-actions, hyperlink users more micro-actions — related
• Learners using hyperlinks produce hypervideo products of higher quality than learners using annotations — related
• Learners using annotations perceive lower cognitive load than learners using hyperlinks — related
• Knowledge gains occur in all conditions; collaboration shows no significant advantage, and the no-tool control group outperforms both tool conditions on interrelations and the annotation condition on transfer — related