The inventing group showed more metacognitive regulation during future learning, contrary to hypothesis, without benefiting transfer¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The inventing group showed more metacognitive regulation than the worked example group (BF−0 = 3.844, d = −.70), contrary to Hypothesis 3b. → Inga Glogger-Frey 2022

Evidence¶

Inga Glogger-Frey 2022¶

Inga Glogger-Frey, Anne-Katrin Treier, Alexander Renkl. (2022). How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers. Instructional Science. https://doi.org/10.1007/s11251-022-09577-6

q3 · i2 · causal · r2

Exploratory Bayesian test of the inverse of Hypothesis 3b on think-aloud data from the N = 45 experiment; Table 2 reports regulation means of 0.75 (inventing) versus 0.30 (worked example), d = −.70, and the mediation analysis found regulation did not significantly mediate transfer.

"It was close to 4 times more likely that this data would occur under the hypothesis that the inventing group showed more metacognitive regulation than the worked example group"

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Worked-example preparation leads to more application of canonical criteria during future learning, which mediates higher transfer — related
• Contrary to expectation, the worked-example group applied suboptimal criteria more often, and fewer suboptimal applications mediated inventing's transfer — related
• Worked-example preparation deepens subsequent learning via more elaboration during the future-learning phase — related
• Pre-service teachers preparing with a worked example outperform inventing peers on transfer of learning-strategy assessment skills — reports the opposite
• Preparation method produced no substantial motivational differences in interest or self-efficacy in this replication — related
• Metacognitive scaffolding during guided invention improved conceptual features, dataset ranking accuracy, and learning-strategy behaviors over unguided invention — related