Post-reading-question students search significantly more text segments than inserted-question students, indicating less efficient search¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Students answering post-reading questions consult more text segments while searching than students answering inserted questions. → Alba Rubio 2022

Evidence¶

Alba Rubio 2022¶

Alba Rubio, Eduardo Vidal-Abarca, Marian Serrano-Mendizábal. (2022). How to assist the students while learning from text? Effects of inserting adjunct questions on text processing. Instructional Science. https://doi.org/10.1007/s11251-022-09592-7

q3 · i2 · causal · r2

Robust t-test on the total number of unmasked text segments consulted while searching, in the same randomized experiment. The post-reading condition searched more segments, with robust effect size dR = 0.63 ("t(49.89) = 2.99, p = .004, dR = 0.63").

"Results displayed post-reading condition to search significantly more text segments (M = 99.16, SD = 70.16) compared to inserted condition (M = 59.18, SD = 40.02), t(49.89) = 2.99, p = .004, dR = 0.63"

Discussion¶

Related Claims¶

• Answering inserted adjunct questions with the text available produces higher delayed transfer learning than answering post-reading questions
• Question timing interacts with relevance of rereading: inserted-question students reread more relevant and less non-relevant information than post-reading students
• Post-reading-question students spend more time reading the questions for the first time than inserted-question students
• Students in the inserted-question condition spend more time reading the text initially than students in the post-reading condition
• Inserted questions elicit more correct and fewer incorrect elaborations than post-reading questions, with no condition differences in paraphrases