In Experiment 1, differences-matter instruction shifted learners' self-reported effort allocation toward detecting differences and away from detecting commonalities¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Instructed participants invested more effort to look for differences than uninstructed participants. → Roman Abel 2024 q3 i2 Instructed participants invested less effort to look for commonalities than uninstructed participants. → Roman Abel 2024 (2)

Evidence¶

Roman Abel 2024¶

Roman Abel, Anique de Bruin, Erdem Onan, Julian Roelle. (2024). Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09902-0

q3 · i1 · causal · r2

Self-reported mental effort invested in detecting differences after the study phase in Experiment 1 (N = 190): instructed participants "invested more effort to look for differences than participants without an instruction (M = 10.86, SE = 0.33 vs. M = 9.83, SE = 0.33)"; ηp2 = 0.03.

"There was a main effect of differences matter instruction, F(1, 186) = 4.93, p = 0.028, ηp2 = 0.03, indicating that participants who were informed about the importance of differences for being able to distinguish invested more effort to look for differences than participants without an instruction (M = 10.86, SE = 0.33 vs. M = 9.83, SE = 0.33)."

Roman Abel 2024 (2)¶

Roman Abel, Anique de Bruin, Erdem Onan, Julian Roelle. (2024). Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09902-0

q3 · i2 · causal · r2

Self-reported mental effort invested in detecting commonalities in Experiment 1 (N = 190): instructed participants "invested less effort to look for commonalities than participants without an instruction (M = 7.83, SE = 0.40 vs. M = 9.46, SE = 0.41)"; ηp2 = 0.04.

"There was a main effect of differences matter instruction, F(1, 186) = 8.18, p = 0.005, ηp2 = 0.04, indicating that participants who were informed about the importance of differences invested less effort to look for commonalities than participants without an instruction (M = 7.83, SE = 0.40 vs. M = 9.46, SE = 0.41)."

Discussion¶

Related Claims¶

• Scripting shifted student effort toward grounding discussions and away from group-issue discussions — related
• In Experiment 1, learners interleaved more only when high utility value of distinguishing was combined with instruction that differences matter, with the two factors interacting rather than showing main effects — related