On the delayed test, a significant three-way interaction showed a worked example effect for high element interactivity material and a generation effect for low element interactivity material for novices¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i2 medium
Currency · newest study 2016 · checked against its sources 2026-10-22 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? The delayed test yielded a significant three-way interaction of element interactivity, guidance and expertise. → Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016 q2 i2 For Year 10 novices, high guidance (worked examples) was superior for high element interactivity material, close to significance (d = 0.65, p = .06). → Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016 (2)

Evidence¶

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016¶

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests. (2016). Submitted 29/01/2016. https://doi.org/10.1016/j.learninstruc.2016.06.007

q2 · i? · causal · r2

Omnibus repeated-measures ANOVA on one-week delayed test scores in this school experiment found the predicted three-way interaction: "element interactivity, guidance and expertise was significant"; the article reports no standardised effect size for this interaction.

"The 3-way interaction of element interactivity, guidance and expertise was significant, F(1, 76) = 6.254, MSe = 349.45, p = .015, Wilks' Lambda = .924, ηр² = .076."

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016 (2)¶

Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests. (2016). Submitted 29/01/2016. https://doi.org/10.1016/j.learninstruc.2016.06.007

q2 · i2 · causal · r2

Simple-effects test for Year 10 novices on delayed high element interactivity material: "the effect of guidance was close to significance", d = 0.65, with worked examples superior to problem solving; the authors note a directional prediction could justify a 1-tailed test.

"the effect of guidance was close to significance, t(32) = 1.97, SEdiff = 3.98, p = .06, d = 0.65."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• On the delayed test, guidance interacted with element interactivity: generation was superior for low element interactivity material, with no significant difference for high element interactivity material — related
• For more knowledgeable learners on the delayed test, a generation effect was obtained for both low and high element interactivity materials — related
• On the immediate test, novices showed a worked example effect (high guidance superior) while more knowledgeable learners showed a generation effect (low guidance superior) — related
• Expertise produced large main effects on test scores and interacted with element interactivity, with the expertise advantage much larger for high element interactivity material — related
• Expertise reversal: cognitive load effects for novices decrease, disappear, and can reverse as expertise increases — a broader claim this one bears on
• The effectiveness of instructional techniques and procedures interacts with levels of learner prior knowledge, a pattern known as the expertise reversal effect — a broader claim this one bears on