Higher perceived difficulty was associated with lower knowledge acquisition for samples¶

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

Subclaims¶

q3 i? For knowledge of samples, perceived difficulty moderated the pre-post improvement, with higher perceived difficulty associated with lower knowledge acquisition. → Reuter 2025

Evidence¶

Reuter 2025¶

Reuter, T., Lazzara, L., & Leuchter, M. (2025). Static, dynamic, or human? The role of slide dynamics and instructor cues in video lectures. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10572-0

q3 · i? · causal · r2

In the multilevel model for knowledge of samples, the interaction between post-test and difficulty was significant (B = − 0.27, SE = 0.09, p <.01), "indicating a substantial increase in knowledge at post-test and a moderating effect of difficulty on this improvement."

"significant main effects were observed for post-test scores (B = 3.50, SE = 0.27, p <.001) and the interaction between post-test and difficulty (B = − 0.27, SE = 0.09, p <.01), indicating a substantial increase in knowledge at post-test and a moderating effect of difficulty on this improvement."

Discussion¶

Related Claims¶

• Instructor signaling enhanced knowledge acquisition as perceived difficulty increased for research designs — related
• Proficient learners report lower perceived task difficulty than Novice learners on the CT task — related