Lower-prior-knowledge apprentices gained more self-efficacy with retrospective prompts, while anticipatory prompts were detrimental for them¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A significant three-way interaction of timepoint, prompt condition, and DRC test score on self-efficacy; below a mean-centered DRC score of −0.85 retrospective prompts benefited and anticipatory prompts hindered self-efficacy growth. → Meier 2024

Evidence¶

Meier 2024¶

Meier, J., Hesse, P., Abele, S., Renkl, A., & Glogger-Frey, I. (2024). Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy. Instructional Science, 52, 613–638. https://doi.org/10.1007/s11251-023-09651-7

q3 · i? · causal · r2

Moderation analysis (RQ2) found a timepoint × prompt condition × DRC score interaction on self-efficacy (F(1, 40) = 8.968, p = .005, η2partial = 0.183) in the experiment with 46 prompt-condition apprentices; the boundary result is quoted as "t(42) = -2.02, p = .05".

"the Johnson-Neyman procedure indicated that for participants with mean-centered DRC test scores lower than − 0.85, that is, the lower prior knowledge participants, retrospective prompts had beneficial effects and anticipatory prompts had detrimental effects in terms of difference in self-efficacy, t(42) = -2.02, p = .05."

Discussion¶

Related Claims¶

• Anticipatory self-explanation prompts benefited higher-prior-knowledge apprentices on diagnostic strategy description scores, whereas retrospective prompts benefited lower-prior-knowledge apprentices — related
• Lower-prior-knowledge apprentices experienced higher germane cognitive load when learning with retrospective prompts than with anticipatory prompts — related
• Anticipatory self-explanation prompts induced lower extraneous cognitive load than retrospective prompts — related
• Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation — related