Students report more mental effort and subjective difficulty during oral explaining than during retrieval practice¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A main effect of learning activity on mental effort ratings emerged, F(2, 110) = 5.15, p = .007, η²p = .069, with oral explaining rated more effortful than retrieval (p < .001). → Jacob 2019 q3 i? A main effect of learning activity on subjective difficulty emerged, F(2, 110) = 7.00, p = .001, η²p = .080, with oral explaining perceived as more difficult than retrieval (p < .001). → Jacob 2019 (2)

Evidence¶

Jacob 2019¶

Jacob, L., Lachner, A., & Scheiter, K. (2019). Learning by Explaining Orally or In Written Form? Text Difficulty Matters. https://aspredicted.org/sv3zv.pdf

q3 · i? · causal · r3

Repeated measures ANOVA on mental effort ratings with learning activity as between-students factor and text difficulty as within-students factor. Post-hoc Scheffe comparisons indicated "students reported more effort during oral explaining than retrieving the contents (p < .001)"; no differences between oral and written explaining (p = .251).

"However, we found a main effect of learning activity, F(2, 110) = 5.15, p = .007, η²p = .069."

Jacob 2019 (2)¶

Jacob, L., Lachner, A., & Scheiter, K. (2019). Learning by Explaining Orally or In Written Form? Text Difficulty Matters. https://aspredicted.org/sv3zv.pdf

q3 · i? · causal · r3

Repeated measures ANOVA on subjective difficulty ratings from the same experiment. Post-hoc tests revealed "students perceived oral explaining as more difficult than retrieving the contents (p < .001)"; no differences between oral and written explaining (p = .050) or written and retrieval (p = .140).

"a repeated measures ANOVA4 revealed no significant main effect of text difficulty, F(1, 110) = 0.12, p = .733, η²p < .001, but a main effect of the learning activity, F(2, 110) = 7.00, p = .001, η²p = .080."

Discussion¶

Related Claims¶

• Mental effort did not explain the testing effect: retrieval practice effort did not predict delayed test scores — related
• Oral explaining yields more accurate meta-comprehension judgments than written explaining and retrieval practice — related
• For the low-difficult text, oral explaining, written explaining, and retrieval practice yield comparable learning outcomes — related