Prior physics knowledge moderated the correlation between feeling of learning and actual test performance (positive interaction, P < 0.05)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A nonlinear interaction term in the test-of-learning model showed a moderately significant (P < 0.05) positive interaction between FCI-measured prior knowledge and feeling of learning. → Deslauriers L. 2019

Evidence¶

Deslauriers L. 2019¶

Deslauriers L., McCarty L. S., Miller K., Callaghan K., Kestin G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America. https://doi.org/10.1073/pnas.1821936116

q3 · i? · causal · r3

A nonlinear interaction term added to the test-of-learning regression model in the same randomized crossover experiment found a "moderately significant (P < 0.05) interaction" between FCI prior knowledge and feeling of learning; no effect size is printed for the interaction.

"We found a moderately significant (P < 0.05) interaction between students’ background physics knowledge as measured by the FCI and their FOL as measured by question 2: “I feel like I learned a great deal from this lecture.”"

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Prior Knowledge Needed For Accurate Self Assessment — the general claim this finding bears on, with the studies behind it
• AI Interaction Competence, not GPA or prior knowledge, is the decisive moderator of LLM-assisted learning gains — related
• Prior knowledge and worked-example type (full vs completion) interact significantly on self-reported germane cognitive load, but not on intrinsic or extraneous load — related
• High-ability students' learning behaves as a dominant α-process even at low pretest scores, while average-ability students show more γ-process behavior — related
• When the γ-process (associative interaction of correct and incorrect knowledge) is considered, the normalized gain correlates positively with pretest score — related
• Under a dominant α-process, the normalized gain contains no pretest-score term and is uncorrelated with pretest score if α is uncorrelated with pretest score — related