Merrill's instructional design principles and feedback features did not significantly moderate the effects of ICT-supported writing interventions¶
Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesisr2–r3·q3
Currency · newest study 2026 · not yet checked against its sources · 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? None of the five binary coded Merrill principles showed statistically significant moderation. → López 2026
q3 i? None of the feedback indicators showed statistically significant moderation. → López 2026 (2)
Evidence¶
López 2026¶
López, P., Fidalgo, R., Álvarez-Moreno, C., Díaz-Tejedor, R., van den Bergh, H., & Rijlaarsdam, G. (2026). Compositional Analysis of Writing Instructional Practices Performed with Digital Tools: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10153-4
q3 · i? · quant-synthesis · r2
One-by-one meta-regression moderator analyses of Merrill's five principles across the 53-effect corpus; none was significant, and the application principle could not be estimated for lack of variation.
"None of the five binary coded principles exhibited statistically significant moderation (See Supplementary Material 6. Table A1); the application principle could not be estimated due to a lack of variation."
López 2026 (2)¶
López, P., Fidalgo, R., Álvarez-Moreno, C., Díaz-Tejedor, R., van den Bergh, H., & Rijlaarsdam, G. (2026). Compositional Analysis of Writing Instructional Practices Performed with Digital Tools: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10153-4
q3 · i? · quant-synthesis · r3
Moderator analyses of the six coded feedback types (Hattie & Timperley and Shute classifications) across the corpus; all p-values were at least .417, so no feedback feature moderated effects.
"None of the feedback indicators showed statistically significant moderation (all p ≥ .417; See Supplementary Material 6. Table A3)."
Discussion¶
Learner Variables¶
- Writing Skills — moderator: an instructional effect differs with it
Related Claims¶
- Contextual variables (educational level, language context, study design, duration, intensity) do not significantly moderate the effects of ICT-supported writing interventions — related
- Dynamic (adaptive) scaffolding is linked to stronger effects of ICT-supported writing interventions — related
- Written presentation of objectives and direct instruction are instructional activities linked to stronger effects of ICT-supported writing interventions — related
- Scaffolding's effect did not vary by customization (fading/adding), change logic, or scope, and motivation scaffolds alone showed no significant effect — related
- Guidance, immediate feedback, and system-directed control showed unadjusted moderator signals that did not survive multiplicity adjustment, making them hypothesis-generating only — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
merrill-principles-feedback-no-moderation |
title |
Merrill's instructional design principles and feedback features did not significantly moderate the effects of ICT-supported writing interventions |
description |
Merrill's instructional design principles and feedback features did not significantly moderate the effects of ICT-supported writing interventions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — lópez-2026, lópez-2026-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.