Total learning time did not differ, but the worked-example group tended to spend more time on the most relevant quality-criteria content¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Groups spent equal total time in the learning environment, rejecting Hypothesis 3e. → Inga Glogger-Frey 2022 q3 i2 The worked example group spent more time in the quality-criteria unit (d = 0.52, anecdotal evidence), an effect less pronounced than in the replicated study where d = 0.852 was reported. → Inga Glogger-Frey 2022 (2)

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 · i? · causal · r2

Software-logged total time in the CBLE in the N = 45 experiment; the null was more likely than the alternative, so no total-time difference was detected and equivalence was not tested.

"The groups spend an equal amount of time with learning in the learning environment overall (M = 38.60 min, Hypothesis 3e rejected; the null hypothesis is 2.308 times more likely than the alternative hypothesis stating that the groups are different)."

Inga Glogger-Frey 2022 (2)¶

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

Logged time in the quality-criteria unit in the N = 45 experiment; the discussion reports "d = 0.52; anecdotal evidence", less pronounced than the d = 0.852 in the replicated study, with thinking aloud possibly diluting the effect.

"the worked example group spent a bit more time in the sections explicitly dealing with the criteria (d = 0.52; anecdotal evidence)"

Discussion¶

Related Claims¶

• In one 51-learner experiment on help formats in computer-based electrical engineering instruction, far-transfer scores were at the floor in every condition, and time spent on instruction did not differ significantly between conditions — related
• AI access shifts learning-time composition away from writing toward reading and searching, with total learning time unchanged — related