Closed-book prompts reduce immediate posttest performance only when learners were not prompted to actively process the instructional explanations¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i2 In Experiment 1, closed-book self-explanation prompts decreased immediate posttest performance for learners without active processing prompts (ηp2 = .11) but not for learners with them. → Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle 2020
Evidence¶
Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle 2020¶
Sara Hiller · Stefan Rumann · Kirsten Berthold · Julian Roelle. (2020). Example-based learning: should learners receive closed-book or open-book self-explanation prompts? Instructional Science. https://doi.org/10.1007/s11251-020-09523-4
q3 · i2 · causal · r2
Separate ANCOVA on immediate posttest performance in Experiment 1 (posttest limited to 36 minutes; covariates pretest and chemistry grade) found a small significant interaction; the simple effect is quoted with "F(1, 44) = 5.69, p = .021, ηp2 = .11".
"Probing the interaction revealed that the closed-book self-explanation prompts decreased posttest performance for the learners without active processing of instructional explanation prompts, F(1, 44) = 5.69, p = .021, ηp2 = .11"
Discussion¶
Related Claims¶
- Closed-book self-explanation prompts show no added value on delayed posttest performance, even with prior active processing of instructional explanations — related
- Closed-book self-explanation prompts reduce the number of generated self-explanations when learners are not prompted to actively process the instructional explanations beforehand — related
- Generated self-explanations mediate the immediate posttest advantage of open-book over closed-book prompts — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
closed-book-prompts-lower-immediate-posttest-without-active-processing |
title |
Closed-book prompts reduce immediate posttest performance only when learners were not prompted to actively process the instructional explanations |
description |
Closed-book prompts reduce immediate posttest performance only when learners were not prompted to actively process the instructional explanations |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sara-hiller-stefan-rumann-kirsten-berthold-julian-roelle-2020 |
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