Pretraining principle: pre-lessons on names, locations, and characteristics of key components improve transfer¶
Claim · All claims
Evidence · 1 study · reviewr2·q3·i3large · n=5 experiments
Currency · newest study 2008 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · 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.
q3 i3 In 5 of 5 experiments, pretrained learners outperformed nonpretrained learners on transfer tests, median d = 0.85. → Richard E. Mayer 2008
Evidence¶
Richard E. Mayer 2008¶
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760–769. doi:10.1037/0003-066x.63.8.760
q3 · review summarising controlled experiments · i3 · large effect, median d = 0.85 · n=5 experiments · review · r2
Controlled experiments adding a pre-lesson giving the name, location, and behavior of each component before computer-based lessons on brakes, pumps, and geology; the article reports the quoted 5-of-5 result and that "The median effect size was 0.85, which is a large effect."
"In 5 of 5 experiments, involving computer-based lessons on brakes, pumps, and geology, pretrained learners outperformed nonpretrained learners on transfer tests"
Discussion¶
The one entry is Mayer's summary of five experiments, all with computer-based lessons on mechanical and geological systems (brakes, pumps, geology). The entry gives no sample sizes, test delays or settings for them; Pretraining learners on a system's key parts and terms records a later randomised experiment in immersive VR.
Related Claims¶
- Multimedia design principles improve learning by g = 0.38 on average across the 11 largest reviews, an effect the authors call moderate, with large differences between principles — the general claim this finding bears on, with the studies behind it
- Pretraining learners on a system's key parts and terms before the main lesson improved knowledge and real-world transfer in one VR experiment, and is reported second-hand to improve learning in multimedia studies — related
- Part-task practice reduces cognitive load for absolute novices during initial skill acquisition. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pretraining-principle-mayer-2008 |
title |
Pretraining principle: pre-lessons on names, locations, and characteristics of key components improve transfer |
description |
Pretraining principle: pre-lessons on names, locations, and characteristics of key components improve transfer |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2008 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-13 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — richard-e-mayer-2008 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.