DBT-based video tutorials significantly raise both task relevance and self-efficacy from before to after training¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3·i3large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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.
q3 i3 Task relevance rose significantly from before to after training (d = 1.74). → Hans van der Meij 2016
q3 i3 Self-efficacy also rose significantly from before to after training (d = 1.25). → Hans van der Meij 2016 (2)
Evidence¶
Hans van der Meij 2016¶
Hans van der Meij, Jan van der Meij. (2016). Demonstration-based training (DBT) in the design of a video tutorial for software training. Instr Sci 44:527–542. https://doi.org/10.1007/s11251-016-9394-9
q3 · i3 · causal · r2
Repeated measures ANOVA on task relevance in the quasi-experiment; motivation was measured before training (IEMQ) and after training (FMQ) on 7-point scales. "the tutorials yielded higher appraisals for task relevance after training than before."
"There was a significant main effect of time, F (1, 47) = 106.40, p \ 0.001, d = 1.74. Table 2 shows that the tutorials yielded higher appraisals for task relevance after training than before."
Hans van der Meij 2016 (2)¶
Hans van der Meij, Jan van der Meij. (2016). Demonstration-based training (DBT) in the design of a video tutorial for software training. Instr Sci 44:527–542. https://doi.org/10.1007/s11251-016-9394-9
q3 · i3 · causal · r2
Repeated measures ANOVA on self-efficacy in the same quasi-experiment. "the tutorials yielded higher appraisals for self-efficacy after training than before," consistent with earlier DBT tutorial studies.
"There was a significant main effect of time, F(1, 47) = 49.61, p \ 0.001, d = 1.25. Table 2 shows that the tutorials yielded higher appraisals for self-efficacy after training than before."
Discussion¶
Related Claims¶
- The review tutorial yields higher post-training task relevance than the control, but no condition effect on self-efficacy — related
- DBT-based video tutorials significantly improve procedural knowledge for software tasks from pre-test to practice and post-tests — related
- All participants reported higher teaching self-efficacy after the teaching-simulation training — related
- Procedural knowledge gained during video training declines significantly from practice to the post-tests — related
- Training and interventions improve teachers' cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dbt-tutorials-raise-task-relevance-self-efficacy |
title |
DBT-based video tutorials significantly raise both task relevance and self-efficacy from before to after training |
description |
DBT-based video tutorials significantly raise both task relevance and self-efficacy from before to after training |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — hans-van-der-meij-2016, hans-van-der-meij-2016-2 |
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