Neither timing nor learning activity produced significant transfer effects in either experiment¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Experiment 2 the contrast on the transfer test was not significant. → Lachner 2020 q3 i? In Experiment 1 none of the contrasts on the transfer test were significant. → Lachner 2020 (2)

Evidence¶

Lachner 2020¶

Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2020). Timing matters! Explaining between study phases enhances students' learning. Journal of Educational Psychology, 112(4), 841–853. https://doi.org/10.1037/edu0000396

q3 · i? · causal · r2

In Experiment 2's contrast analysis on the two-question transfer test (gas turbine and two-stroke engines), the contrast was not significant, "F(1, 121) = 1.43, p = .234, ηp2 = .012"; transfer performance was very low across conditions.

"Regarding students' transfer, as in Experiment 1 the contrast was not significant, F(1, 121) = 1.43, p = .234, ηp2 = .012."

Lachner 2020 (2)¶

Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2020). Timing matters! Explaining between study phases enhances students' learning. Journal of Educational Psychology, 112(4), 841–853. https://doi.org/10.1037/edu0000396

q3 · i? · causal · r2

In Experiment 1, contrast analyses on the transfer test showed no significant contrasts (F < 1), with similar and very low transfer performance across the three conditions.

"Regarding students' performance on the transfer test, contrary to our expectations, none of the contrasts were significant (F < 1), indicating that students showed similar (and very low) transfer performance across all experimental conditions"

Discussion¶

Related Claims¶

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