Anticipatory self-explanation prompts induced lower extraneous cognitive load than retrospective prompts¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Apprentices in the anticipatory prompt condition reported significantly lower extraneous cognitive load than apprentices in the retrospective prompt condition. → Meier 2024

Evidence¶

Meier 2024¶

Meier, J., Hesse, P., Abele, S., Renkl, A., & Glogger-Frey, I. (2024). Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy. Instructional Science, 52, 613–638. https://doi.org/10.1007/s11251-023-09651-7

q3 · i? · causal · r2

ANOVA on posttest-only load measures in the prompt-condition comparison; extraneous load F(1, 40) = 5.394, p = .025, η2partial = 0.119, with descriptive means of 3.89 (retrospective) versus 3.01 (anticipatory). The authors write that "ECL was lower in the anticipatory prompt group".

"RQ3 Extraneous Load 1, 40 5.394 0.025 0.119"

Discussion¶

Related Claims¶

• Lower-prior-knowledge apprentices experienced higher germane cognitive load when learning with retrospective prompts than with anticipatory prompts — related
• Anticipatory self-explanation prompts benefited higher-prior-knowledge apprentices on diagnostic strategy description scores, whereas retrospective prompts benefited lower-prior-knowledge apprentices — related
• Lower-prior-knowledge apprentices gained more self-efficacy with retrospective prompts, while anticipatory prompts were detrimental for them — related
• Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation — related
• Self-explanation prompts increase intrinsic and extraneous cognitive load but not germane load in instructional video learning — related