Multimedia initial instruction, but not multimedia feedback, increases students' spontaneous diagram generation across learning phases¶

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

Subclaims¶

q3 i2 Multimedia instruction increased spontaneous drawings more than text-only instruction across the four experiment phases. → Gök 2025 q3 i? Multimedia feedback did not increase spontaneous drawings more than text-only feedback. → Gök 2025

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

In a mixed 2x2x4 ANOVA on drawing frequency with phase as repeated factor, the instruction modality by phase interaction was significant, F (3, 375) = 9.79, p < .001, η p² = .07, while the feedback modality by phase interaction was not, F (3, 375) = .83, p = .38, η p² = .01.

"Multimedia instructions increased participants' spontaneous drawings more than text-only instruction, but there was no evidence that multimedia feedback increased participants' spontaneous drawings more than text-only feedback"

Discussion¶

Related Claims¶

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