Inserted questions elicit more correct and fewer incorrect elaborations than post-reading questions, with no condition differences in paraphrases¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The condition × correct/incorrect elaborations interaction shows inserted-condition students produced more correct elaborations and fewer incorrect ones than post-reading students. → Alba Rubio 2022 q3 i? No significant differences between conditions were found for correct or incorrect paraphrases. → Alba Rubio 2022 (2)

Evidence¶

Alba Rubio 2022¶

Alba Rubio, Eduardo Vidal-Abarca, Marian Serrano-Mendizábal. (2022). How to assist the students while learning from text? Effects of inserting adjunct questions on text processing. Instructional Science. https://doi.org/10.1007/s11251-022-09592-7

q3 · i? · causal · r2

Robust two-way mixed ANOVA on coded processing strategies in students' answers in the randomized experiment. The elaboration interaction was significant, "F(1,43.10) = 24.35, p < .001", favouring the inserted condition on both correct and incorrect elaborations; no effect size was printed.

"a statistically significant interaction was found between correct/incorrect elaborations and experimental condition, F(1,43.10) = 24.35, p < .001 (see Fig. 4). More concretely, students in the inserted condition made more correct elaborations (M = 10.44, SD = 3.68) than those in the post-reading condition (M = 7.92, SD = 4.16), and fewer incorrect elaborations (M = 1.28, SD = 1.34) than post-reading condition (M = 3.05, SD = 2.51)"

Alba Rubio 2022 (2)¶

Alba Rubio, Eduardo Vidal-Abarca, Marian Serrano-Mendizábal. (2022). How to assist the students while learning from text? Effects of inserting adjunct questions on text processing. Instructional Science. https://doi.org/10.1007/s11251-022-09592-7

q3 · i? · causal · r2

Same ANOVA analysis of paraphrase strategies found no condition effect and no interaction; equivalence was not tested. The authors note paraphrasing the available text was not difficult regardless of timing.

"Results showed no effect of experimental condition (F(1, 43.96) = 0.09, p = .766) nor interaction between condition and correct/incorrect paraphrases (F(1, 42.67) = 1.96, p = .168)"

Discussion¶

Related Claims¶

• Answering inserted adjunct questions with the text available produces higher delayed transfer learning than answering post-reading questions
• Post-reading-question students search significantly more text segments than inserted-question students, indicating less efficient search
• Readers with a study goal paraphrase and repeat text more often than readers with an entertainment goal — related
• Question timing interacts with relevance of rereading: inserted-question students reread more relevant and less non-relevant information than post-reading students — related
• Prompts and scaffolds for paraphrasing, criticizing, questioning, and synthesizing arguments produce significantly more domain-specific and domain-general knowledge — related