Informing learners about the to-be-monitored cue before problem-solving did not affect mental effort or problem-solving performance (Experiment 1)¶

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

Subclaims¶

q3 i? Timing of cue prompt had no significant main effect on mental effort in the problem-solving phase. → Waldeyer 2024 q3 i? Timing of cue prompt had no significant main effect on problem-solving performance. → Waldeyer 2024 (2)

Evidence¶

Waldeyer 2024¶

Waldeyer, J., Endres, T., Roelle, J., Baars, M., & Renkl, A. (2024). How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples. Educational Psychology Review, 36, 103. https://doi.org/10.1007/s10648-024-09944-4

q3 · i? · causal · r2

Experiment 1 ANOVA on subjective mental effort (9-point scale, ω = 0.95) with N = 129. "the ANOVA did not reveal a statistically significant main effect of timing of cue prompt" on mental effort; prompted cue type and the interaction were also non-significant.

"In terms of mental effort, the ANOVA did not reveal a statistically significant main effect of timing of cue prompt, F(1, 125) = 0.96, p = 0.330, ηp2 < 0.01."

Waldeyer 2024 (2)¶

Waldeyer, J., Endres, T., Roelle, J., Baars, M., & Renkl, A. (2024). How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples. Educational Psychology Review, 36, 103. https://doi.org/10.1007/s10648-024-09944-4

q3 · i? · causal · r2

Experiment 1 ANOVA on problem-solving performance (rated solutions to four problems) with N = 129: "There was no main effect of timing of cue prompt" and no effect of prompted cue type or interaction, so up-front cue information did not compromise performance.

"There was no main effect of timing of cue prompt, F(1, 125) = 1.03, p = 0.311, ηp2 < 0.01, and also no main effect of prompted cue type and no interaction effect"

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Informing learners about the to-be-monitored cue before the problem-solving phase improves self-assessment accuracy compared with informing them only afterwards — related
• Mental effort correlates negatively with self-assessments regardless of whether learners receive up-front cue information — related
• The predictive value of cognitive load ratings for problem performance was mixed: mental effort predicted performance in Experiment 1, perceived difficulty in Experiment 2, but never both at once — related
• Prompted cue type and timing of cue prompt do not interact in their effect on self-assessment accuracy (Experiment 1) — related