DBT-based video tutorials significantly improve procedural knowledge for software tasks from pre-test to practice and post-tests¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Compared with pre-test scores, participants' scores after working with the tutorials were higher at all three subsequent testing points, with the delayed post-test gain at d = 1.15. → Hans van der Meij 2016

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

Quasi-experimental study of 55 German school students learning Word formatting via video tutorials. A repeated measures ANOVA showed a significant main effect of time; "compared with pre-test scores, participants' scores after working with the tutorials were higher at all three subsequent testing points."

"Even the lowest of these three scores (i.e., delayed post-test) was significantly higher than the pre-test score, F(1, 53) = 41.72, p \ 0.001, d = 1.15."

Discussion¶

Related Claims¶

• DBT-based video tutorials significantly raise both task relevance and self-efficacy from before to after training — related
• Procedural knowledge gained during video training declines significantly from practice to the post-tests — related
• The demonstration-with-review tutorial outperformed the demonstration-only control on practice, immediate post-test and delayed post-test — related