For the low-difficult text, oral explaining, written explaining, and retrieval practice yield comparable learning outcomes¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2019 · checked against its sources 2026-10-23 (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? On text-based questions there was no interaction between text difficulty and learning activity, F(2, 111) = 0.58, p = .563, η²p = .003. → Jacob 2019
Evidence¶
Jacob 2019¶
Jacob, L., Lachner, A., & Scheiter, K. (2019). Learning by Explaining Orally or In Written Form? Text Difficulty Matters. https://aspredicted.org/sv3zv.pdf
q3 · i? · causal · r3
ANCOVA on text-based questions from the same mixed-design experiment. The article reports no main effect of learning activity and no interaction, "indicating that the learning activity groups performed comparable on the text-based questions"; equivalence was not directly tested.
"There was no main effect of learning activity, F(1, 111) = 0.78, p = .459, η²p = .007, and no interaction effect between text difficulty and learning activity, F(2, 111) = 0.58, p = .563, η²p = .003, indicating that the learning activity groups performed comparable on the text-based questions."
Discussion¶
Related Claims¶
- Generating explanations (oral or written) outperforms retrieval practice on inference-based questions for the high-difficult text — related
- Oral explaining yields more accurate meta-comprehension judgments than written explaining and retrieval practice — related
- Text difficulty moderates the effect of explaining modality: oral explaining outperforms written explaining on inference-based questions only for the high-difficult text — related
- The modality effect on inference-based questions is serially mediated by personal references and comprehensiveness of explanations — related
- Oral explanations contain more personal references and more concepts than written explanations, but not more elaborations — related
- Students report more mental effort and subjective difficulty during oral explaining than during retrieval practice — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
low-difficult-text-no-modality-differences |
title |
For the low-difficult text, oral explaining, written explaining, and retrieval practice yield comparable learning outcomes |
description |
For the low-difficult text, oral explaining, written explaining, and retrieval practice yield comparable learning outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jacob-2019 |
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