Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Apprentices learning with extensive video-based modelling examples showed no greater pretest-to-posttest gains in diagnostic strategy knowledge and skills than apprentices practising the strategy independently in a simulation. → Meier 2024

Evidence¶

Meier 2024¶

Meier, J., Hesse, P., Abele, S., Renkl, A., & Glogger-Frey, I. (2024). Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy. Instructional Science, 52, 613–638. https://doi.org/10.1007/s11251-023-09651-7

q3 · i? · causal · r2

RM-ANOVA comparing a modelling-examples condition (n = 46) with a control condition solving open problems (n = 21) on repeated measures. The article reports: "this improvement was not larger in the modelling example condition".

"However, there were no interaction effects of example condition and timepoint on these scores. Hence. this improvement was not larger in the modelling example condition."

Meier 2024 (2)¶

Meier, J., Hesse, P., Abele, S., Renkl, A., & Glogger-Frey, I. (2024). Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy. Instructional Science, 52, 613–638. https://doi.org/10.1007/s11251-023-09651-7

q3 · i? · causal · r2

ANOVA on posttest-only measures (second diagnosis, intrinsic, germane, and extraneous load) found no example-condition effects; all printed η2partial values were ≤ .027. The authors state: "we were unable to confirm hypotheses H1 to H3".

"Regarding the variables measured only once, we detected no effects of modelling examples on participants' score on the second diagnosis, nor any effects on participants' ICL, GCL, or ECL."

Discussion¶

Related Claims¶

• Video models do not increase trainee teachers’ self-efficacy for questioning for retrieval relative to restudy — related
• Video models with integrated theory do not improve trainee teachers’ knowledge of questioning for retrieval relative to restudy — a narrower finding that bears on this claim
• Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary — related
• Anticipatory self-explanation prompts induced lower extraneous cognitive load than retrospective prompts — related
• Lower-prior-knowledge apprentices experienced higher germane cognitive load when learning with retrospective prompts than with anticipatory prompts — related
• Lower-prior-knowledge apprentices gained more self-efficacy with retrospective prompts, while anticipatory prompts were detrimental for them — related
• Anticipatory self-explanation prompts benefited higher-prior-knowledge apprentices on diagnostic strategy description scores, whereas retrospective prompts benefited lower-prior-knowledge apprentices — related
• Restudy of an evidence summary alone produces no measurable skill improvement between simulator attempts — related
• All participants reported higher teaching self-efficacy after the teaching-simulation training — related
• Problem-solving facilitates diagnostic competences independent of learners' professional knowledge base — related