Dynamic visualizations compensate vocational-school students with low general reasoning when learning with analogies¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2025 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? For vocational school students, dynamic visualization showed a positive effect at low levels of general reasoning and no effect at high levels, supporting the compensatory hypothesis. → Sarah I. Hofer 2025
Evidence¶
Sarah I. Hofer 2025¶
Sarah I. Hofer, Frank Reinhold. (2025). Scaffolding of learning activities: Aptitude-treatment-interaction effects in math?. Learning and Instruction 99 (2025) 102177. https://doi.org/10.1016/j.learninstruc.2025.102177
q3 · i? · causal · r2
GLMM analysis of post-test deviation scores from a randomized experiment with 332 6th-graders (140 VS students), testing scaffold-by-learner-characteristic interactions. The interaction term for general reasoning was significant, X2(8,68) = 24.96, p < .01, and "there was a positive effect of dynamic visualization for low levels of general reasoning".
"While no notable interaction effect was found for APS students (Fig. 6), there was a positive effect of dynamic visualization for low levels of general reasoning and no effect for high levels of general reasoning in the VS subgroup (Fig. 7)."
Discussion¶
Learner Variables¶
- General Cognitive Ability — moderator: an instructional effect differs with it
Related Claims¶
- Adaptive task difficulty compensates low interest but not low self-concept among vocational-school students during repeated practice — related
- Dynamic visualizations benefit vocational-school students with lower visual-spatial ability more than those with higher visual-spatial ability — related
- The mental integration task showed no general advantage of the dynamic over the static visual design in overall accuracy — related
- In the mental integration task, low-span and high-span groups showed no significant static-vs-dynamic differences (d = 0.09 and d = 0.03) — related
- In a visual-spatial integration task, the interaction between visual-spatial working memory capacity and visual design is quadratic, with the inverted-U progression more strongly accentuated for the dynamic design — related
- In the mental integration task, the static-vs-dynamic difference was descriptively largest for the medium-span group but only marginal (d = 0.20, p = .062) — related
- Advanced-placement students outperformed vocational-school students on most learner characteristics, with large effect sizes except interest — related
- At large peer-teacher relatedness discrepancies, high teacher relatedness compensates for absent peer relatedness to support engagement, whereas low teacher relatedness accompanies low engagement (Study 1) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dynamic-visualizations-compensate-low-general-reasoning-vs-students |
title |
Dynamic visualizations compensate vocational-school students with low general reasoning when learning with analogies |
description |
Dynamic visualizations compensate vocational-school students with low general reasoning when learning with analogies |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sarah-i-hofer-2025 |
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