No significant differences among PF, VF-high, VF-low, and DI conditions on procedural knowledge acquisition¶

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? The ANOVA for procedural knowledge showed no significant effect of condition (F(3, 148) = 1.987, p =.118, η2p = 0.039). → Thomas C. Braas 2025

Evidence¶

Thomas C. Braas 2025¶

Thomas C. Braas, Christian Hartmann, Vincent Hoogerheide, Nikol Rummel, Tamara van Gog. (2025). When is observing failure productive? Investigating the role of solution diversity in vicarious failure. Instructional Science. https://doi.org/10.1007/s11251-025-09706-x

q3 · i? · causal · r2

ANOVA on procedural knowledge scores in the randomized four-condition experiment found "no significant effect of condition"; the expectation that DI would better prepare students for applying the correct procedure was not confirmed. Equivalence was not tested.

"The ANOV A for procedural knowledge acquisition showed no significant effect of condition, F(3, 148) = 1.987, p =.118, η2 p = 0.039. As such, the expectation that direct instruction would prepare students better than students engaged in PF or in VF for applying the correct procedure was not confirmed."

Discussion¶

Related Claims¶

• The three preparatory conditions did not differ on procedural knowledge acquisition — related
• Students observing high-diversity vicarious failure (VF-high) significantly outperform students in VF-low and DI conditions on conceptual knowledge — related
• Vicarious failure with high solution diversity is as effective as engaging in Productive Failure oneself for conceptual knowledge acquisition — related
• PF students outperformed direct-instruction students on conceptual understanding and transfer without compromising procedural fluency — related