Anticipatory self-explanation prompts benefited higher-prior-knowledge apprentices on diagnostic strategy description scores, whereas retrospective prompts benefited lower-prior-knowledge apprentices¶

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 prior-knowledge score on strategy description test scores; for mean-centered DRC scores above 1.68 anticipatory prompts had beneficial effects and retrospective prompts detrimental effects. → 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

RM-ANOVA moderation analysis among the two prompt conditions (n = 21 retrospective, n = 25 anticipatory) revealed a three-way interaction (F(1, 40) = 4.368, p = .043, η2partial = 0.098); the Johnson-Neyman boundary was explored as quoted: "t(42) = 2.02, p = .05".

"the Johnson-Neyman procedure indicated that for learners with mean-centered DRC test scores larger than 1.68, that is, the higher prior knowledge participants, retrospective prompts had detrimental effects and anticipatory prompts had beneficial effects on the difference of strategy description test scores, t(42) = 2.02, p = .05."

Discussion¶

Related Claims¶

• Lower-prior-knowledge apprentices gained more self-efficacy with retrospective prompts, while anticipatory prompts were detrimental for them — related
• Anticipatory self-explanation prompts induced lower extraneous cognitive load than retrospective prompts — related
• Lower-prior-knowledge apprentices experienced higher germane cognitive load when learning with retrospective prompts than with anticipatory 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
• Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here — a broader claim this one bears on