Adding concessive statements to refutation texts yields no added benefit for conceptual change about multimedia-learning misconceptions¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i1small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i1 There was no significant difference in conceptual change between the refutation-texts condition and the concessive-refutation-texts condition, contrary to Hypothesis 2b. → Anja Prinz 2022
Evidence¶
Anja Prinz 2022¶
Anja Prinz, Julia Kollmer, Lisa Flick, Alexander Renkl, Alexander Eitel. (2022). Refuting student teachers' misconceptions about multimedia learning. Instructional Science, 50, 89–110. https://doi.org/10.1007/s11251-021-09568-z
q2 · i1 · causal · r2
Second planned orthogonal contrast of the same experiment, comparing concessive against typical refutation texts on the conceptual-change score. The article reports "no significant difference" with "t(93) = −0.81, p = 0.422, η2 = 0.01"; equivalence was not tested.
"Contrary to Hypothesis 2b, however, there was no significant difference between the refutation-texts condition and the concessive-refutation-texts condition, t(93) = −0.81, p = 0.422, η2 = 0.01"
Discussion¶
Related Claims¶
- Refutation texts did not promote beneficial selection of multimedia material by student teachers — related
- Anger does not mediate the effect of concessive refutation statements on conceptual change or transfer — related
- Refutation texts produce greater conceptual change about multimedia-learning misconceptions than standard texts in student teachers — related
- Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
concessive-statements-no-added-benefit-conceptual-change |
title |
Adding concessive statements to refutation texts yields no added benefit for conceptual change about multimedia-learning misconceptions |
description |
Adding concessive statements to refutation texts yields no added benefit for conceptual change about multimedia-learning misconceptions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anja-prinz-2022 |
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