Giftedness interacts significantly with instruction type on the learning and recall outcomes in the 2×2×2 study¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · i2 medium
Currency · newest study 2023 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 The multivariate ANOVA found a significant interaction between giftedness and instruction (invention-first vs example-first), Wilks' λ = .923, F (5, 186) = 3.12, p = .010, η2 p = .077, a medium multivariate effect size. → Lim 2023

Evidence¶

Lim 2023¶

Lim, S., Jung, J. Y., & Kalyuga, S. (2023). Effectiveness of invention tasks and explicit instruction in preparing intellectually gifted adolescents for learning. Instructional Science. https://doi.org/10.1007/s11251-023-09616-w

q3 · i2 · causal · r?

Multivariate ANOVA in the Results section of the randomized 2×2×2 experiment with 199 students. The article prints a significant interaction between giftedness and instruction with the printed effect size η2 p = .077, along with Wilks' λ = .923, F (5, 186) = 3.12, p = .010.

"and a sig- nificant interaction between giftedness and instruction (Wilks' λ = .923, F (5, 186) = 3.12, p = .010, η2 p = .077)"

Discussion¶

Learner Variables¶

• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• Giftedness shows a significant multivariate main effect across the learning and recall outcome measures in the 2×2×2 study — related
• Prior knowledge, worked-example type (full vs completion) and task difficulty show a significant three-way interaction on an algebra posttest, but not on self-reported cognitive load — related
• Starting with an example strongly benefits first practice problem performance, with a larger effect for gifted students — related
• Exploration-first students show more advanced MVC reasoning on the transfer task than Instruction-first students — related