Physics interest moderates long-term retention: low- and medium-interest students benefit from non-interactive teaching at eight weeks, high-interest students do not¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q3
Currency · newest study 2025 · checked against its sources 2026-10-21 (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 i? Long-term retention after non-interactive teaching was moderated by interest in physics: low- and medium-interest, but not high-interest, students showed superior performance eight weeks later, explained by increased mental effort allocation. → Lachner 2025
Evidence¶
Lachner 2025¶
Lachner, A., Russ, H., Hübner, N., Sibley, L., & Scheiter, K. (2025). When Does Learning by Non-interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10060-0
q3 · i? · quant-synthesis · r1
Moderated mediation analysis within the IPD synthesis (N = 1074) testing motivational moderators; the reported aptitude-treatment interaction shows "low- and medium-interest students, but not high-interest students, demonstrated superior performance 8 weeks after the intervention".
"Long-term retention was moderated by students’ interest in physics, as low- and medium-interest students, but not high-interest students, demonstrated superior performance 8 weeks after the intervention. This effect was explained by increased mental effort allocation."
Discussion¶
Learner Variables¶
- Interest — moderator: an instructional effect differs with it
- Long-Term Memory — outcome: instruction changes it
- Motivation — moderator: an instructional effect differs with it
Related Claims¶
- Non-interactive teaching does not enhance long-term retention relative to restudy at eight weeks — related
- Non-interactive teaching yields higher immediate scientific knowledge than restudy in secondary physics classrooms — related
- Meta-analyses report a small but significant advantage of non-interactive teaching over control, with large between-study variability
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
interest-moderates-long-term-retention-teaching |
title |
Physics interest moderates long-term retention: low- and medium-interest students benefit from non-interactive teaching at eight weeks, high-interest students do not |
description |
Physics interest moderates long-term retention: low- and medium-interest students benefit from non-interactive teaching at eight weeks, high-interest students do not |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lachner-2025 |
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