Prior knowledge moderates non-interactive teaching: low conceptual knowledge learners profit more, but very low-knowledge learners may not benefit at all¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students with low prior conceptual knowledge profited more from non-interactive teaching than studying, while higher-knowledge students performed comparably across conditions. → Lachner 2022 q2 i? Studies with rather low-prior-knowledge learners found non-interactive teaching comparably or even less effective than restudying or free recall. → Lachner 2022 (2)

Evidence¶

Lachner 2022¶

Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022). Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work? Educational Psychology Review. https://doi.org/10.1007/s10648-021-09643-4

q2 · i? · review · r2

The review's prior-knowledge section reports Hoogerheide et al. (2019a), where teaching worked examples on electric circuits improved retention and transfer relative to restudy, with the transfer effect moderated by prior conceptual knowledge. No effect size appears in this quote, so impact is null.

"Students who initially had low knowledge of the conceptual information required to understand the problem-solving task (e.g., the relationships among resistance, current, and voltage) profited more from non-interactive teaching than studying, while those with higher prior conceptual knowledge performed comparable regardless of experimental condition."

Lachner 2022 (2)¶

Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022). Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work? Educational Psychology Review. https://doi.org/10.1007/s10648-021-09643-4

q2 · i? · review · r2

The review cites Lachner et al. (2020, Experiment 1), Lachner et al. (2021), and Wassenburg et al. (2020) as evidence that learners with too little conceptual prior knowledge do not benefit much, likely because they lack knowledge for generating elaborations and inferences. No effect size in this quote, so impact is null.

"recent studies with rather low-prior knowledge learners found that non-interactive teaching was comparably or even less effective relative to simple learning strategies such as restudying the learning materials or free recall"

Discussion¶

Learner Variables¶

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

Related Claims¶

• Prior knowledge moderates the effectiveness of erroneous and contrasting erroneous examples, with low-prior-knowledge learners benefiting in several studies but findings contradictory — related
• Students' domain-specific self-concept moderates non-interactive teaching: low self-concept students profit, high self-concept students do not — related
• High levels of induced social presence during non-interactive teaching can impair learning relative to restudy (a double-edged sword) — related
• Latent learner profiles did not moderate the effectiveness of the adaptive ITS — related
• Teaching expectancy may moderate the non-interactive teaching effect, but this moderation often fails to replicate — related
• Non-interactive teaching was not generally more effective than restudy, but was more effective in humanities, upper secondary education, and when graded — related
• Social presence from social cues can improve task performance (social facilitation) but may impair performance on complex tasks (social inhibition) — related