Task sequence effects on mental effort reverse between learning phase and transfer test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 EPEP students reported lower effort during learning (η²p = .05) but higher effort on near transfer posttest problems (η²p = .03) than PEPE students. → Coppens 2019

Evidence¶

Coppens 2019¶

Coppens, L. C., Hoogerheide, V., Snippe, E. M., Flunger, B., & van Gog, T. (2019). Effects of problem–example and example–problem pairs on gifted and nongifted primary school students' learning. Instructional Science, 47, 279–297. https://doi.org/10.1007/s11251-019-09484-3

q2 · i2 · causal · r2

ANCOVA on self-rated mental effort (Paas 9-point scale): during learning, EPEP students reported lower effort (M = 3.49 vs 4.04, p = .016, η²p = .05), but on near transfer problems "students in the EPEP conditions" reported significantly more effort than PEPE students, F(1, 122) = 4.27, p = .041, η²p = .03.

"students in the EPEP conditions (M = 5.95, SD = 2.01) reported having invested significantly more effort in solving the near transfer posttest problems than students in the PEPE conditions (M = 5.25, SD = 2.01)"

Discussion¶

Related Claims¶

• Example–problem pairs are more efficient than problem–example pairs for both gifted and nongifted primary school students — related
• Example–problem pairs raise perceived competence but not perceived autonomy or enjoyment — related
• Starting with an example strongly benefits first practice problem performance, with a larger effect for gifted students — related
• Example-first conditions outperformed problem-first conditions on an immediate circuit test — related
• Individual instructional design principles show small correlations with self-efficacy, mental effort, and transfer performance — related
• No differences were found on mental effort during instruction or on transfer across illusion-of-control and instruction-method conditions — related
• In Experiment 2, mental effort over time interacted with condition: the feedback + contrast condition increased effort from learning to test phase while other conditions decreased
• Solving practice problems invested less mental effort than contrasting or erroneous examples, contrary to the worked-example-effect hypothesis — related