Self-explanation quality does not mediate the worked example effect on learning gains in ill-defined statistics problems¶

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? The indirect effect of worked examples through self-explanation quality was not statistically significant across models with prior knowledge, WMC, shifting, and fluid intelligence as moderators. → Bichler 2022

Evidence¶

Bichler 2022¶

Bichler, S., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (2022). Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect? Instructional Science. https://doi.org/10.1007/s11251-022-09579-4

q3 · i? · causal · r2

Conditional process analysis (PROCESS model 59) of a randomized two-condition experiment (worked examples n1 = 36 vs problem-solving n2 = 38) with N = 74 university students. The indirect effect was non-significant at mean −1 SD, mean, and mean + 1 SD of the moderator; the article reports "no evidence for an indirect effect of worked examples through self-explanation quality".

"In sum, we found no evidence for an indirect effect of worked examples through self-explanation quality or its dependence on the moderator prior knowledge."

Discussion¶

Related Claims¶

• Prior knowledge and working memory capacity did not moderate the worked example effect — related
• Worked examples did not significantly increase self-explanation quality compared to problem-solving; both groups generated self-explanations of similar quality — related
• Self-explanation quality correlated with prior knowledge and post-test knowledge but not with learning gains — related
• The benefit of worked examples over problem-solving increases with decreasing shifting ability, reproducing Schwaighofer et al. (2016) — related