Instruction-only students perceived learning control comparably high to example generators, while provided-example students perceived lower control¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Self-generation yielded higher perceived learning control than provided examples (d = 0.57). → Krause-Wichmann 2025 q3 i2 Instruction-only students reported higher perceived control than provided-example students (d = 0.70). → Krause-Wichmann 2025 q3 i? The difference in perceived control between self-generation and instruction only was not significant. → Krause-Wichmann 2025

Evidence¶

Krause-Wichmann 2025¶

Krause-Wichmann, T., Klopp, E., Stark, L., & Stark, R. (2025). Promoting future teachers' pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction. Instructional Science. https://doi.org/10.1007/s11251-024-09694-4

q3 · i2 · causal · r2

Planned contrasts on retrospectively assessed perceived learning control (Cronbach's α = 0.76) in the randomized experiment; Table 3 prints d = 0.57 for I-GE/I-PE and d = 0.70 for I-PE/I, both significant; I-GE/I was not (d = 0.15).

"Students who generated examples perceived their control to be higher than students who studied examples. Students who learned with instruction only (I) reported a higher control perception than students who were additionally provided with examples (I-PE). The result was significant with medium effect size. The difference between instruction followed by self-generated examples (I-GE) and instruction only (I) was not significant."

Discussion¶

Related Claims¶

• Instruction followed by either self-generated or provided illustrative examples outperformed instruction only on knowledge retention and transfer in student teachers — related
• Perceived learning control enhanced transfer via knowledge retention only for students in the non-generative conditions (provided examples, instruction only), not for example generators — related
• Teacher students who generated their own examples after instruction achieved better retention and transfer than those given examples, with text-only performing worst — possibly the same claim (merge candidate)
• Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention — related
• Generating own examples after instruction produced better retention and transfer than studying provided examples — related