Meta-analytic effect sizes for cognitive-motivational techniques are substantial: multimedia d = 1.01 overall, elaborative feedback d = 0.71 recall, intrinsic integration d = 0.62¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q3 · i2–i3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The multimedia technique shows an overall meta-analytic effect size of d = 1.01 on learning outcomes (k = 6). → Eitel 2025 q3 i2 Elaborative feedback (d = 0.71 recall, k = 155), guided inquiry (d = 0.50 overall, k = 37), and intrinsic integration (d = 0.62, k = 32) show moderate meta-analytic effects. → Eitel 2025 (2)

Evidence¶

Eitel 2025¶

Eitel, A., Krebs, M.-C., Schöne, C. (2025). Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10045-z

q3 · i3 · theoretical · r3

Table 1 of the review lists meta-analytic effect sizes for the multimedia technique: d = 1.01* for recall (k = 6), d = 0.10 for transfer (k = 5), and d = 1.09* overall (k = 11), from Pastore et al. (2017). The overall effect is large.

"Multimedia 1.01* (k = 6) 0.10 (k = 5) 1.09* (k = 11) Pastore et al. (2017)"

Eitel 2025 (2)¶

Eitel, A., Krebs, M.-C., Schöne, C. (2025). Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10045-z

q3 · i2 · theoretical · r3

Table 1 lists elaborative feedback at d = 0.71* for recall (k = 155) and d = 0.46* for transfer (k = 48), from Mertens et al. (2022); adjacent rows list guided inquiry (d = 0.50, k = 37) and intrinsic integration (d = 0.62, k = 32). All are significant moderate effects.

"Elaborative feedback 0.71* (k = 155) 0.46* (k = 48) Mertens et al. (2022)"

Discussion¶

Related Claims¶

• Cognitive-motivational techniques that increase both focus support and reward are hypothesized to be most effective for learning — a broader claim this one bears on
• Reward techniques show positive meta-analytic effects for gamification and personalization, but perceptual fluency did not directly affect learning outcomes — related
• Cognitive Load Reduction Improves Learning — related
• Multimedia design interventions yield small average improvements in cognitive load management (g = 0.22), with personalisation and modality showing the largest effects — related