Multimedia feedback produces higher posttest performance than text-only feedback on conditional probability problems¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Undergraduates who received multimedia feedback (text plus diagrams) outperformed those who received text-only feedback on an immediate posttest. → Gök 2025 q3 i2 The feedback advantage held for both familiar and novel (transfer) posttest problems. → Gök 2025 (2)

Evidence¶

Gök 2025¶

Gök, S., Zhang, T., Goldstone, R. L., & Fyfe, E. R. (2025). Multimedia Effects in Initial Instruction and Feedback on Problem Solving. Journal of Educational Psychology. https://doi.org/10.1037/edu0000943

q3 · i2 · causal · r2

A 2x2 between-subjects ANCOVA on total posttest score with pretest as covariate, in the randomized experiment with 129 undergraduates, found a significant feedback modality effect (η p² = .08): "Those who received multimedia feedback outperformed those who received text-only feedback."

"There was a significant main effect of feedback modality, F (1,124) = 10.54, p = .001, η p² = .08. Those who received multimedia feedback outperformed those who received text-only feedback."

Gök 2025 (2)¶

Gök, S., Zhang, T., Goldstone, R. L., & Fyfe, E. R. (2025). Multimedia Effects in Initial Instruction and Feedback on Problem Solving. Journal of Educational Psychology. https://doi.org/10.1037/edu0000943

q3 · i2 · causal · r2

An exploratory split of the same posttest into familiar and novel items showed the feedback effect generalized: for "novel posttest problems" the feedback main effect was significant, F (1, 124) = 8.63, p = .004, with printed effect size η p 2 = .07.

"For novel posttest problems, there was also a significant main effect of the feedback condition, F (1, 124) = 8.63, p = .004, η p 2 = .07."

Discussion¶

Related Claims¶

• Multimedia feedback yields higher overall accuracy during practice with feedback, but without iterative improvement over scenarios — related
• Spontaneous drawings at posttest mediate the effect of multimedia instruction on posttest performance, but not the effect of multimedia feedback — related
• Multimedia initial instruction lowers students' perceived difficulty of problems across instruction, practice, and posttest phases — related
• Multimedia initial instruction, but not multimedia feedback, increases students' spontaneous diagram generation across learning phases — related
• Multimedia initial instruction shows no detectable benefit over text-only instruction on posttest performance — related