High- and low-prior-knowledge learners differ significantly on an algebra posttest and on intrinsic and germane cognitive load, but not on extraneous load¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Prior knowledge (high vs low) had significant main effects on the posttest (F1, 107 = 121.64, p < .001, ŋ2 = .53), intrinsic load (ŋ2 = .17) and germane load (ŋ2 = .15). → Gupta 2020 q3 i? No significant difference was found between high- and low-prior-knowledge learners on extraneous cognitive load (F = .018, p = .895). → Gupta 2020 (2)

Evidence¶

Gupta 2020¶

Gupta, U., & Zheng, R. Z. (2020). Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction Among Prior Knowledge, Worked Examples, and Task Difficulty. European Journal of STEM Education, 5(1), 05. https://doi.org/10.20897/ejsteme/9252

q3 · i3 · causal · r2

In a 2 x 2 x 2 factorial experiment with college students solving simultaneous equations, with prior knowledge groups formed by a tri-split of pretest scores, the analysis reported "significant main effects for high - and low-prior knowledge learners by posttest (F1, 107 = 121.64, p < .001, ŋ2 = .53)", plus intrinsic (ŋ2 = .17) and germane load (ŋ2 = .15).

"The follow-up analysis revealed significant main effects for high - and low-prior knowledge learners by posttest (F1, 107 = 121.64, p < .001, ŋ2 = .53), intrinsic cognitive load (F1, 107 = 21.40, p < .001, ŋ2 = .17), and germane cognitive load (F1, 107 = 18.12, p < .001, ŋ2 = .15)."

Gupta 2020 (2)¶

Gupta, U., & Zheng, R. Z. (2020). Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction Among Prior Knowledge, Worked Examples, and Task Difficulty. European Journal of STEM Education, 5(1), 05. https://doi.org/10.20897/ejsteme/9252

q3 · i? · causal · r2

Same experiment, prior-knowledge contrast on the CLM extraneous subscale: "no significance was found between high- and low-prior knowledge learners for extraneous cognitive load (F = .018, p = .895)"; equivalence was not tested.

"but no significance was found between high- and low-prior knowledge learners for extraneous cognitive load (F = .018, p = .895)"

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Prior Knowledge Determines New Learning
• Expertise Reversal Effect
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