Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2025 · checked against its sources 2026-10-20 (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 i2 Generated-example quality correlated with knowledge transfer (r = .352) and perceived learning control (r = .432), but not with retention (r = .280, p = .103). → Krause-Wichmann 2025
Evidence¶
Krause-Wichmann 2025¶
Krause-Wichmann, T., Klopp, E., Stark, L., & Stark, R. (2025). Promoting future teachers' pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction. Instructional Science. https://doi.org/10.1007/s11251-024-09694-4
q3 · i2 · causal · r2
Correlational analysis within the self-generation condition (n = 35) of high-inferentially coded example quality (0–3 scale, κ > 0.80); quality was "highly correlated with knowledge transfer" and control, but not with retention.
"The quality of the generated exam- ples was highly correlated with knowledge transfer (r = .352; p = .038) and perceived learn- ing control (r = .432, p = .010), but not with knowledge retention (r = .280; p = .103)."
Discussion¶
Related Claims¶
- Perceived learning control enhanced transfer via knowledge retention only for students in the non-generative conditions (provided examples, instruction only), not for example generators — related
- Adult players who studied worked examples scored significantly higher on a game-based problem-solving transfer question than a control group — related
- Adult players who studied worked examples scored significantly higher on a game-based problem-solving retention question than a control group — related
- Instruction followed by either self-generated or provided illustrative examples outperformed instruction only on knowledge retention and transfer in student teachers — related
- Instruction-only students perceived learning control comparably high to example generators, while provided-example students perceived lower control — related
- Teacher students who generated their own examples after instruction achieved better retention and transfer than those given examples, with text-only performing worst — related
- Generating own examples after instruction produced better retention and transfer than studying provided examples — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
example-quality-correlates-transfer-control |
title |
Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention |
description |
Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — krause-wichmann-2025 |
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