Alternating observation and performance in dyads yielded better transfer than individual practice or a control condition in a video-game task¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a video-game task study, dyads in which one learner performed and the other observed while switching roles showed better transfer scores than learners who only practiced or a control group. → Wouters 2007

Evidence¶

Wouters 2007¶

Wouters, P., Tabbers, H. K., & Paas, F. (2007). Interactivity in Video-based Models. Educational Psychology Review, 19, 327–342. https://doi.org/10.1007/s10648-007-9045-4

q2 · i? · review · r2

The review reports Shea et al.'s (2000) video-game study comparing role-switching dyads with individual practice and a control group on transfer scores; the review attributes the better transfer of the dyad arrangement to alternation between observing and practicing.

"A study with a video-game task revealed better transfer scores for dyads in which one learner performed and the other observed while switching roles than for a situation in which learners only practiced or for a control group (Shea et al. 2000)."

Wouters 2007 (2)¶

Wouters, P., Tabbers, H. K., & Paas, F. (2007). Interactivity in Video-based Models. Educational Psychology Review, 19, 327–342. https://doi.org/10.1007/s10648-007-9045-4

q2 · i? · review · r2

The review also reports a second dyad arrangement (Shebilske et al. 1992) in which each learner performed part of the task and observed the other; working memory demands decreased without affecting learning performance relative to individual performers.

"Results showed that the demands on working memory decreased without affecting learning performance compared to learners that performed the task individually."

Discussion¶

Related Claims¶

• Novice secondary students show large pretest-to-posttest gains in learning and near transfer of probability calculation after studying a video modeling example, regardless of model or observer gender — related
• Video-modeling of collaboration, especially with prompted reflection, produced more lasting learning about collaboration than scripted practice once script supports were withdrawn — related