Multimedia initial instruction shows no detectable benefit over text-only instruction on posttest performance¶

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

Subclaims¶

q3 i? There was no main effect of initial instruction modality (multimedia vs text-only) on posttest scores, and no interaction effects. → 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 · i? · causal · r2

In the same 2x2 ANCOVA on posttest scores with pretest covariate, the instruction modality main effect was not significant, F (1,124) = .28, p = .59, η p² = .00, and "no interaction effects" were found. Equivalence was not tested.

"There was no main effect of initial instruction modality, F (1,124) = .28, p = .59, η p² = .00, and no interaction effects, F s = .04 .95, p s = .33-.84."

Discussion¶

Related Claims¶

• Multimedia initial instruction lowers students' perceived difficulty of problems across instruction, practice, and posttest phases — related
• Spontaneous drawings at posttest mediate the effect of multimedia instruction on posttest performance, but not the effect of multimedia feedback — reports the opposite
• Multimedia initial instruction, but not multimedia feedback, increases students' spontaneous diagram generation across learning phases — related
• Multimedia feedback produces higher posttest performance than text-only feedback on conditional probability problems — related