Adding metacognitive prompts to video modeling examples yields no added benefit for inquiry products¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr3·q3
Currency · newest study 2022 · 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? VMP and VM did not differ significantly in hypothesis or argumentation quality in the training task. → Omarchevska 2022
q3 i? VMP and VM did not differ significantly in hypothesis quality in the transfer task. → Omarchevska 2022 (2)
Evidence¶
Omarchevska 2022¶
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry? Educational Psychology Review. https://doi.org/10.1007/s10648-021-09652-3
q3 · i? · causal · r3
Contrast 2 (1, -1, 0) comparing the prompting condition against video modeling only in the training task found "no significant differences" on both products; printed effects were negligible (d = 0.02).
"Contrast 2 showed no significant differences between the VMP and VM in hypothesis qual- ity, p = 0.75, d = 0.02, and ar gumentation quality, p = 0.91, d = 0.02."
Omarchevska 2022 (2)¶
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do Video Modeling and Metacognitive Prompts Improve Self-Regulated Scientific Inquiry? Educational Psychology Review. https://doi.org/10.1007/s10648-021-09652-3
q3 · i? · causal · r3
In the transfer task, VMP and VM again did not differ significantly on hypothesis quality (t(124) = -0.22, p = 0.83, d = 0.05); the article concludes there was no significant added benefit of metacognitive prompts.
"but they did not differ significantly from each other (Contrast 2, t(124) = -0.22, p = 0.83, d = 0.05)"
Discussion¶
Related Claims¶
- Unguided inquiry students overestimate their hypothesis quality in the transfer task more than video modeling students — related
- Video modeling examples improve hypothesis and argumentation quality in an inquiry training task compared to unguided inquiry — related
- Video modeling examples improve hypothesis quality but not argumentation quality in a transfer task — related
- Presence versus absence of individual scaffolding types did not support the added-value hypothesis, but scaffolding combinations partly did — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metacognitive-prompts-no-added-benefit-video-modeling |
title |
Adding metacognitive prompts to video modeling examples yields no added benefit for inquiry products |
description |
Adding metacognitive prompts to video modeling examples yields no added benefit for inquiry products |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — omarchevska-2022, omarchevska-2022-2 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.