Higher germane load and lower extraneous load mediate the effect of instructional guidance on conceptual knowledge¶

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

Subclaims¶

q3 i? Multi-categorical mediation showed significant indirect effects via germane load (a2b = 0.1512, 95% CI [0.046, 0.281]) and extraneous load (a2b = 0.095, 95% CI [0.019, 0.192]) for input-before conditions; no standardized effect size printed. → Julia Kienzler 2023

Evidence¶

Julia Kienzler 2023¶

Julia Kienzler, Thamar Voss, Jörg Wittwer. (2023). Student teachers' conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition? Instructional Science. https://doi.org/10.1007/s11251-023-09627-7

q3 · i? · causal · r2

Multi-categorical mediation (PROCESS, 5000 bootstrap samples) on the full sample of 181, with input after-key features not provided as reference. Higher germane and lower extraneous load related to higher knowledge; only unstandardized indirect effects printed, so no standardized effect size.

"For germane load as a mediator, the results indicated significant indirect effects a2b = 0.1512, 95% CI [0.046, 0.281] and a 3b = 0.151, 95% CI [0.044, 0.281], but a non-significant indirect effect a 1b = − 0.027, 95% CI [− 0.115, 0.058]."

Discussion¶

Related Claims¶

• Case comparison shifts student teachers' beliefs about operant conditioning toward more positive, regardless of experimental condition
• Providing key features during case comparison improves student teachers' ability to explain teacher behavior with operant conditioning principles, but not lower levels of understanding — related
• The number of substantive comments during discussion mediated the effect of preparatory condition on immediate learning, but not on long-term learning — related
• Presenting principles before case comparison yields higher germane load and lower extraneous load than presenting them after — related
• Germane cognitive load fully mediates the effect of information-search tool on justification quality (exploratory analysis) — related
• Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes — related
• Cognitive load mediates the effect of personalized paths on learning outcomes, with motivation and self-efficacy as complementary mediators — related
• Students using ChatGPT 3.5 experience lower extraneous cognitive load than students using Google during a web research task — related
• Timing of instructional input (before vs. after case comparison) did not significantly affect conceptual knowledge acquisition — related