Peer-expert modeling videos interspersed with instructional guidance produce significant medium-to-large positive effects on IPS performance compared to practice-only groups¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies using peer-expert videos showing short fragments of each IPS process step, interspersed with reflective prompts or explicit instruction and followed by practice, showed a significant, medium to large, positive effect on IPS performance versus practice-only groups, persisting after one week; no standardized effect size is printed for this finding. → Boetje 2026 q2 i? Effects of non-expert (peer) models were inconsistent, ranging from no effect on IPS knowledge to a significant large effect on understanding IPS concepts, with limited comparability across operationalizations. → Boetje 2026 (2)

Evidence¶

Boetje 2026¶

Boetje, J., Sichterman, B., Van Ginkel, S., Smakman, M., & Versendaal, J. (2026). Design Principles for Developing Information Problem Solving Competence in Higher Education: A Systematic Review and Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/00346543251338057

q2 · i? · quant-synthesis · r2

Narrative synthesis of controlled pretest-posttest studies using peer-expert modeling videos. The review reports "a significant, medium to large, positive effect on IPS performance" relative to practice-only groups, persisting in a delayed posttest after one week; no standardized effect size value is printed.

"Studies involving peer-expert videos—showing short fragments of each IPS process step, interspersed with reflective prompts (Frerejean et al., 2018) or explicit instruction (Mateos et al., 2018), and followed by practice—demonstrated a significant, medium to large, positive effect on IPS performance when compared to groups that only practiced"

Boetje 2026 (2)¶

Boetje, J., Sichterman, B., Van Ginkel, S., Smakman, M., & Versendaal, J. (2026). Design Principles for Developing Information Problem Solving Competence in Higher Education: A Systematic Review and Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/00346543251338057

q2 · i? · quant-synthesis · r2

Narrative synthesis of studies using non-expert peer models. The review attributes mixed results to differing modeling techniques (comedy excerpts vs. live demonstrations) and unvalidated outcome measures, advising caution.

"The impact of non-expert models varied, showing either no effect on IPS knowledge (Hostetler & Luo, 2021) or a significant, large effect on understanding IPS concepts (Tewell, 2014)"

Discussion¶

Related Claims¶

• Example-based sequences outperform problem-only practice for novices, and fading support is argued to aid transfer — a broader claim this one bears on
• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — related
• Video review enhances practical skill performance in both modalities and eliminates the hands-on versus virtual simulation difference — related
• Practice-problem performance favored PS-I overall, but the advantage was concentrated on the first two worksheets (d = 0.52) — related