Instruction followed by either self-generated or provided illustrative examples outperformed instruction only on knowledge retention and transfer in student teachers¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Students who learned with self-generated examples achieved higher knowledge retention than instruction-only students (d = 1.24). → Krause-Wichmann 2025 q3 i2 Students who learned with provided examples achieved higher knowledge retention than instruction-only students (d = 0.67). → Krause-Wichmann 2025 q3 i2 Both example-based conditions achieved higher knowledge transfer than instruction only (I-PE/I d = 0.54; I-GE/I d = 1.17). → Krause-Wichmann 2025 (2)

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 · i3 · causal · r2

Planned contrasts in the randomized experiment (N = 105, three conditions of n = 35) on knowledge retention post-test; Table 3 prints d = 1.24 for I-GE/I and d = 0.67 for I-PE/I, with "the lowest test performance" in the instruction-only condition.

"The instruction-only condition (I) differed significantly from the two example-based conditions. The effects were medium-sized (I-PE/I) to large (I-GE/I). Students who were not provided with examples or prompts showed the lowest test performance."

Krause-Wichmann 2025 (2)¶

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

Planned contrasts on knowledge transfer post-test in the same randomized experiment; Table 3 prints d = 0.54 for I-PE/I (and d = 1.17 for I-GE/I), and instruction-only "showed the lowest outcomes, again".

"The difference between the condition that provided students with examples (I-PE) and the instruction-only condition (I) was also significant with a medium effect size. The latter showed the lowest outcomes, again."

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
• Generating own examples after instruction produced better retention and transfer than studying provided examples — related
• Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention — related
• Instruction-only students perceived learning control comparably high to example generators, while provided-example students perceived lower control — related
• Reading provided examples is not more effective than generating examples for learning relational categories — 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
• Drawing to learn shows positive effects on learning performance compared with non-generative and text-focused learning strategies — related