The elaboration intervention is necessary for far transfer: only the group with instructional support outperformed control on the complex transfer task¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 On the far transfer task, the experimental group with elaboration intervention significantly outperformed both the group without intervention (d = 0.96) and the control group (d = 1.15), while the latter two did not differ. → Wagner et al. 2013

Evidence¶

Wagner et al. 2013¶

Kai Wagner, Martin Klein, Eric Klopp, Thomas Puhl & Robin Stark. (2013). Effects of Instruction-Supported Learning with Worked Examples in Quantitative Method Training. Higher Education Studies, 3(3). https://doi.org/10.5539/hes.v3n3p1

q3 · i3 · causal · r2

A priori contrasts on the far transfer task (2x2-factorial design interpretation, theoretical maximum 15 points) in the same three-group randomized field study. The article reports a "significant, medi um effect of the learning environment" overall (F(2,67) = 9.02, p < .001) and large contrast effects for the elaboration intervention.

"participants of the experimental group with elaboration intervention significantly outperformed those without elaboration intervention as well as the control group ( t(67) = -3.42, p = .001, d = 0.96 and t(67) = 3.85, p < .001, d = 1.15), respectively). The contrast effect was large in both cases. The experimental group without elaboration intervention and the control group did not differ from each other significantly (t(67) = 0.85, p = .40)"

Discussion¶

Related Claims¶

• Deliberately designing and correcting one's own invalid experiments improves far transfer to a structurally more complex factorial design, whereas spotting and correcting others' errors does not outperform errorless practice on far transfer — related
• Generative instructional conditions (inquiry and explanation) outperformed receptive conditions on far transfer, with inquiry best on far transfer problems — a broader claim this one bears on
• PF students outperformed direct-instruction students on conceptual understanding and transfer without compromising procedural fluency — related
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