Preparation method produced no substantial motivational differences in interest or self-efficacy in this replication¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Bayesian tests found no evidence that inventing raised situational interest or that the worked example raised self-efficacy after learning. → Inga Glogger-Frey 2022

Evidence¶

Inga Glogger-Frey 2022¶

Inga Glogger-Frey, Anne-Katrin Treier, Alexander Renkl. (2022). How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers. Instructional Science. https://doi.org/10.1007/s11251-022-09577-6

q3 · i? · causal · r2

Bayesian independent-samples t-tests on interest and self-efficacy questionnaires administered before and after the learning phase in the N = 45 experiment; only anecdotal evidence (BF+0 = 1.374) favored the worked example on self-efficacy measured directly after preparation, so no motivational benefit was detected and equivalence was not tested.

"the estimated Bayes factor (alternative/null) suggested no evidence for a beneficial effect of inventing on interest (directly after the preparation task as well as after learning in the learning environment BFs-0 < 0.5, see Table 2) or a beneficial effect of working through a worked example on self-efficacy after learning in the learning environment."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

• Inventing-phase failure was unproductive: invented solutions did not correlate with transfer, but suboptimal inventions related to lower interest and learning time — related
• The inventing group showed more metacognitive regulation during future learning, contrary to hypothesis, without benefiting transfer — related
• Using the AI chatbot ADA significantly enhances ninth-graders' situational interest in mathematics compared with conventional differentiation materials — related
• Proximal goals produced higher motivation, skill, self-efficacy, and intrinsic interest than distant or general goals — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Pre-service teachers preparing with a worked example outperform inventing peers on transfer of learning-strategy assessment skills — related
• Invention Tasks Prepare Future Learning — related