All treatment groups showed positive gains immediately after instruction, followed by losses between the contemporaneous and post-instruction assessments¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Every group, regardless of treatment, had positive Cont-Pre gains and negative Post-Cont differences. → Yu 2016

Evidence¶

Yu 2016¶

Yu, K. C., Sahami, K., Denn, G., Sahami, V., & Sessions, L. C. (2016). Immersive Planetarium Visualizations for Teaching Solar System Moon Concepts to Undergraduates. Journal of Astronomy & Earth Sciences Education, 3(2). https://eric.ed.gov/?id=EJ1123383

q2 · i? · causal · r1

Aggregated longitudinal gain analysis (Table 2, plotted in Fig. 1) across the three groups shows immediate post-instruction gains for all students, with all groups losing ground between the contemporaneous and delayed post-instruction assessments; no significance tests are reported for these contrasts.

"All students regardless of which treatment group they were from had positive Cont-Pre gains, which show gains immediately after instruction. However, the Post-Cont differences were all losses"

Discussion¶

Related Claims¶

• The flat-screen visualization group matched the planetarium group's immediate gains but lost almost all of them by the delayed post-test — related
• Undergraduates taught Solar System moon content in an immersive fulldome planetarium retained a moderate gain (ES = 0.371) at delayed post-test, while non-immersive and no-visualization groups retained almost none — related
• Undergraduates taught seasons with immersive planetarium visualizations show larger quiz gains (ES=0.696 Cont-Pre; ES=0.741 Post-Pre) than peers taught with the same visualizations on a flat classroom screen or with no visualizations — related
• Non-immersive classroom visualization shows no significant contemporaneous-gain advantage over no visualizations, and its Post-Pre advantage reverses relative to the control group — related
• Knowledge and belief gains decayed from immediate post-test to 4-week follow-up regardless of teaching condition — related