Application reading instructions lead students to spend longer reading the text than general or memory instructions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Experiment 1, the application instruction group had significantly longer reading times than the other two groups (contrast d = 0.93; omnibus η² = 0.18). → Knellesen 2024 q3 i2 In Experiment 2, the application instruction group again had significantly longer reading times than the other two groups (d = 0.75). → Knellesen 2024 (2)

Evidence¶

Knellesen 2024¶

Knellesen, J., Händel, M., & Golke, S. (2024). Effects of reading instructions on pre-service teachers' judgment bias when learning from texts. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09371-w

q3 · i3 · causal · r2

Testing phase of Experiment 1: univariate ANOVA on reading time (seconds per word) showed a significant effect of instruction, F(2, 127) = 13.63, p < .001, η² = 0.18; the planned contrast showed "students in the application instruction group had significantly longer reading times".

"Planned contrast showed that students in the application instruction group had significantly longer reading times than students in the other two groups, t(127) = 4.99, p < .001, d = 0.93."

Knellesen 2024 (2)¶

Knellesen, J., Händel, M., & Golke, S. (2024). Effects of reading instructions on pre-service teachers' judgment bias when learning from texts. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09371-w

q3 · i2 · causal · r2

Experiment 2: ANOVA on reading time showed a significant effect of instruction, F(2, 161) = 9.59, p < .001, η² = 0.11; the planned contrast again showed "students in the application instruction group had significantly longer reading times" than the other two groups.

"Planned contrast showed that students in the application instruction group had significantly longer reading times than students in the other two groups, t(161) = 4.36, p < .001, d = 0.75."

Discussion¶

Related Claims¶

• Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition
• Post-reading-question students spend more time reading the questions for the first time than inserted-question students
• Application reading instructions did not reduce overestimation of application performance (no debiasing effect), with effects varying by text — related