Reading comprehension, self-concept and interest were collected prior to learning only to ensure comparability of conditions¶
Claim · All claims
Evidence · 1 study · causalr?·q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Reading comprehension, domain-specific academic self-concept and domain-specific interest were measured prior to learning to ensure comparability of experimental conditions, with no effects reported on dependent measures. → SIGNALING IN MULTIMEDIA LEARNING: THE INFLUENCE OF PRIOR KNOWLEDGE 2007
Evidence¶
SIGNALING IN MULTIMEDIA LEARNING: THE INFLUENCE OF PRIOR KNOWLEDGE 2007¶
SIGNALING IN MULTIMEDIA LEARNING: THE INFLUENCE OF PRIOR KNOWLEDGE. (2007). https://eric.ed.gov/
q1 · i? · causal · r?
Note to the supplemental variable table. Variables marked with one asterisk — "Reading comprehension (LGVT 6-12)", domain-specific academic self-concept (5 items, 4-point Likert) and domain-specific interest (5 items, 4-point Likert) — were collected prior to learning solely for condition comparability. No effect statistics are printed.
"* Variable used in the current manuscript to ensure comparability of experimental conditions; no effects on dependent measures are reported."
Discussion¶
Related Claims¶
- A 15-minute exposure to higher-performing virtual classmates did not significantly affect sixth-graders' dispositional domain-specific self-concept — related
- Engagement profiles do not differ in prior knowledge, chemistry self-concept, or interest, addressing a motivation confound — related
- Student characteristics beyond prior knowledge bear on inquiry learning: inhibitory control predicts inquiry outcomes, and in one study a direct-instruction advantage over inquiry held only for students with low domain self-concept — related
- Domain-specific knowledge gains from the learning session were large but comparable across the three experimental conditions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pre-learning-comparability-measures-signaling |
title |
Reading comprehension, self-concept and interest were collected prior to learning only to ensure comparability of conditions |
description |
Reading comprehension, self-concept and interest were collected prior to learning only to ensure comparability of conditions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — signaling-in-multimedia-learning-the-influence-of-prior-knowledge-2007 |
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