Fading is associated with fewer unproductive learning events, which the authors link to better learning outcomes¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fading is associated with fewer unproductive learning events and, thereby, lends itself to better learning outcomes. → Renkl 2004

Evidence¶

Renkl 2004¶

Renkl, A., Atkinson, R.K. & Große, C.S. (2004). How Fading Worked Solution Steps Works – A Cognitive Load Perspective. Instructional Science. https://doi.org/10.1023/B:TRUC.0000021815.74806.f6

q2 · i? · causal · r?

Experiment 2's think-aloud protocol analysis showed that "fading is associated with fewerunproductive learning events". The authors interpret this as the mechanism by which fading lends itself to better learning outcomes; no effect size is printed.

"It could, however, be shownthat fading is associated with fewerunproductive learning events and, thereby,lends itself to better learning outcomes."

Discussion¶

Related Claims¶

• Fading support promotes the transfer of responsibility from instructor to learner. — the general claim this finding bears on, with the studies behind it
• PIA groups follow a strategic generate-options-to-implement cycle with fewer random idea attempts, while TFA groups loop through repeated metacognitive interactions and unproductive idea testing — related
• No effect of fading on productive learning events including self-explanations was found in Experiment 2's think-aloud analysis — related