A companion quasi-experimental study attributed greater performance and lower perceived mental effort to the 4C/ID digital environment, especially on transfer¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The article reports, citing Melo and Miranda (2015), significant performance differences favouring the 4C/ID group, greater in learning transfer, and a more marked decrease in perceived mental effort on transfer tests. → Melo 2018

Evidence¶

Melo 2018¶

Melo, M. (2018). The 4C/ID-Model in Physics Education: Instructional Design of a Digital Learning Environment to Teach Electrical Circuits. International Journal of Instruction, 11(1), 103-122. https://doi.org/10.12973/iji.2018.1118a

q2 · i? · design · r2

The article attributes this to a quasi-experimental study by Melo and Miranda (2015) comparing 4C/ID (n = 78) versus traditional teacher-centred instruction (n = 51) with 129 9th-graders; the review-like attribution is reported as the article states it.

"The results revealed: 1) significant differences in the level of performance (reproduction and learning transfer) of the students, and these differences were greater in the learning transfer; 2) a more marked decrease in the perceived mental effort by the students in the learning transfer tests."

Discussion¶

Related Claims¶

• 9th-grade students taught electrical circuits with a 4C/ID-based digital learning environment performed better on a learning transfer test than students taught by conventional teacher-centred instruction — possibly the same claim (merge candidate)
• The advantage of the 4C/ID-based environment over conventional instruction was much larger on learning transfer than on knowledge reproduction — possibly the same claim (merge candidate)
• During training sessions, experimental-group students were more focused and autonomous while control-group students were more dispersed and often did not complete transfer tasks — related
• Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals — related