Prior knowledge may moderate EMME effectiveness, but support for novices benefiting more is inconsistent across studies¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Descriptively, about 72% of studies with learners with no prior knowledge found positive EMME effects on immediate learning versus 60% of studies with learners with higher prior knowledge, but the literature is inconsistent and meta-analytic moderator tests did not reach significance. → Emhardt 2023

Evidence¶

Emhardt 2023¶

Emhardt, S. N., Kok, E., van Gog, T., Brandt-Gruwel, S., van Marlen, T., & Jarodzka, H. (2023). Visualizing a Task Performer's Gaze to Foster Observers' Performance and Learning—a Systematic Literature Review on Eye Movement Modeling Examples. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09731-7

q2 · i? · review · r3

Review synthesis of relative frequencies across included experiments; the review links the descriptive pattern to the expertise reversal effect but reports that "the moderating effects of prior knowledge on the effectiveness on EMME failed to reach statistical significance" in prior meta-analyses.

"About 72% of the included studies with learners with no prior knowledge found positive effects of EMME on immediate learning, compared to 60% of studies using EMME with learners who had higher levels of prior knowledge."

Discussion¶

Related Claims¶

• EMME study designs vary widely: most experiments added information, used dynamic scan-path visualizations, and over half did not report how eye movement data were processed — related
• Gaze outcome measures showed the highest relative rates of positive EMME effects among the outcome categories reviewed — related
• Most EMME experiments that measured immediate learning scores reported at least one positive effect of gaze visualization on immediate learning — related
• Learners with high prior knowledge benefit more from segmenting in retention performance than learners with no or low prior knowledge — related
• Test-taker abilities and prior knowledge show inconsistent moderating effects on multimedia testing effects — related
• Segmentation Benefits Shrink With Expertise — related