For more knowledgeable learners on the delayed test, a generation effect was obtained for both low and high element interactivity materials¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q2 i? For Year 11 students on the delayed test, low guidance produced higher scores for both high and low element interactivity information. → Relations Between the Worked Example and Generation Effects on Immediate and Delayed Tests 2016
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
Within the delayed-test ANOVA, Year 11 students showed no guidance x element interactivity interaction (F(1, 44) = .012, p = .915); instead "the main effect of guidance was significant", with low guidance superior for both material types.
"the main effect of guidance was significant, F(1, 44) = 4.40, MSe = 298.65, p = .042, ηр² = .091 with both high and low element interactivity information resulting in higher test scores after low guidance."
Discussion¶
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 — reports the opposite
- 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 — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
delayed-test-year11-generation-effect-both-materials |
title |
For more knowledgeable learners on the delayed test, a generation effect was obtained for both low and high element interactivity materials |
description |
For more knowledgeable learners on the delayed test, a generation effect was obtained for both low and high element interactivity materials |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — relations-between-the-worked-example-and-generation-effects-on-immediate-and-delayed-tests-2016 |
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