Presenting principles before case comparison yields higher germane load and lower extraneous load than presenting them after¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Timing of input had a large main effect on cognitive load (ηp² = 0.26), with input before comparison producing higher germane load (ηp² = 0.61) and lower extraneous load (ηp² = 0.23). → Julia Kienzler 2023
Evidence¶
Julia Kienzler 2023¶
Julia Kienzler, Thamar Voss, Jörg Wittwer. (2023). Student teachers' conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition? Instructional Science. https://doi.org/10.1007/s11251-023-09627-7
q3 · i3 · causal · r2
MANCOVA on self-report cognitive load (Leppink-adapted questionnaire) in the 2×2 experiment. Printed effect sizes: ηp² = 0.26 omnibus; univariate tests showed timing effects on "extraneous load, F(2, 169) = 49.29, p < .001, ηp2 = 0.23, and germane load, F(2, 169) = 32.73, p < .001, ηp2 = 0.61".
"We found a large and significant main effect of timing of input, F(2, 169) = 29.60, p < .001, ηp2 = 0.26, but no significant effect of provision of key features, F(2, 169) = 0.18, p = .834, ηp2 = 0.002"
Discussion¶
Related Claims¶
- Case comparison shifts student teachers' beliefs about operant conditioning toward more positive, regardless of experimental condition
- Providing key features during case comparison improves student teachers' ability to explain teacher behavior with operant conditioning principles, but not lower levels of understanding — related
- Higher germane load and lower extraneous load mediate the effect of instructional guidance on conceptual knowledge — related
- High- and low-prior-knowledge learners differ significantly on an algebra posttest and on intrinsic and germane cognitive load, but not on extraneous load — related
- Timing of instructional input (before vs. after case comparison) did not significantly affect conceptual knowledge acquisition — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
input-before-raises-germane-lowers-extraneous-load |
title |
Presenting principles before case comparison yields higher germane load and lower extraneous load than presenting them after |
description |
Presenting principles before case comparison yields higher germane load and lower extraneous load than presenting them after |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — julia-kienzler-2023 |
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