Procedural knowledge gained during video training declines significantly from practice to the post-tests¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Scores decreased significantly from practice to immediate post-test (d = 1.02) and then remained the same across the two post-tests. → Hans van der Meij 2016

Evidence¶

Hans van der Meij 2016¶

Hans van der Meij, Jan van der Meij. (2016). Demonstration-based training (DBT) in the design of a video tutorial for software training. Instr Sci 44:527–542. https://doi.org/10.1007/s11251-016-9394-9

q3 · i3 · causal · r2

Pairwise comparisons within the repeated measures ANOVA on test scores in the quasi-experiment with 55 students. The article states "a considerable part of what was learned was also quickly forgotten."

"there was a significant decrease from practice to immediate post-test ( F(1, 53) = 38.37, p \ 0.001, d = 1.02), and that scores remained the same for the two post-tests ( F \ 1)."

Discussion¶

Related Claims¶

• DBT-based video tutorials significantly improve procedural knowledge for software tasks from pre-test to practice and post-tests — related
• The demonstration-with-review tutorial outperformed the demonstration-only control on practice, immediate post-test and delayed post-test — related
• DBT-based video tutorials significantly raise both task relevance and self-efficacy from before to after training — related