The short-lived advantage of technology-delivered instruction may reflect a novelty effect, though further research is needed¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors propose that the technology group's post-test advantage that disappeared at the postponed test might be explained by the novelty effect of using tablets and XMind software. → Al-Balushi 2018

Evidence¶

Al-Balushi 2018¶

Al-Balushi, K. A., & Al-Balushi, S. M. (2018). Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science. International Journal of Instruction, 11(3), 525-538. https://doi.org/10.12973/iji.2018.11336a

q1 · i? · causal · r2

Authors' interpretation, supported by follow-up interviews in which technology-group students expressed high excitement, e.g. one said "you do not feel the time when we study science using these methods". No test of the novelty effect was conducted.

"Thus, the short-term effect of the use of t echnology in the current study might support the remark about the novelty effect of the use of technology."

Discussion¶

Related Claims¶

• The mental group outperformed the technology group in reasoning on the postponed test, with no other significant postponed differences — related
• Brain-based learning delivered with technology outperformed conventional teaching on the immediate post-test in application level and overall achievement — related
• Brain-based learning without technology produced longer-lasting retention: the mental group outperformed the control group on the postponed test — related
• The omnibus multivariate tests detected significant differences among the three groups at both post-test and postponed test — related