Learners with high prior knowledge benefit more from segmenting in retention performance than learners with no or low prior knowledge¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Prior knowledge moderates the segmenting effect for retention: learners with high prior knowledge benefited more from segmenting than learners with no or low prior knowledge. → Rey 2019

Evidence¶

Rey 2019¶

Rey, G.D., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T.H., & Schneider, S. (2019). A Meta-analysis of the Segmenting Effect. Educational Psychology Review, 31, 389–419. https://doi.org/10.1007/s10648-018-9456-4

q3 · i? · quant-synthesis · r?

Moderation analysis within the meta-analysis of 56 investigations found that "learners with high prior knowledge benefitted more from segmenting instructional material than learners with no or low prior knowledge in terms of retention performance." No moderator effect size is printed.

"Moderation analyses indicate that learners with high prior knowledge benefitted more from segmenting instructional material than learners with no or low prior knowledge in terms of retention performance."

Studies bearing on this claim¶

For which learners does segmenting help more or less (prior knowledge, attention)? This table gathers the studies behind this claim and the 4 narrower claims that bear on it: 5 distinct studies (2 causal, 2 review, 1 quant-synthesis), q2–q3, 1 of 5 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

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

Related Claims¶

• Segmenting Improves Multimedia Learning — related
• Segmentation Benefits Shrink With Expertise — reports the opposite
• Cognitive Load Management — a broader claim this one bears on
• Advance organizers produce a small average learning benefit, larger for high-ability than for low-ability learners — related
• Multimedia Principles Benefit Novices — related
• Expertise reversal: cognitive load effects for novices decrease, disappear, and can reverse as expertise increases — related
• Test-taker abilities and prior knowledge show inconsistent moderating effects on multimedia testing effects — related
• Prior knowledge may moderate EMME effectiveness, but support for novices benefiting more is inconsistent across studies — related
• Feedback benefits are stronger for children with low prior knowledge, resembling an expertise-reversal effect — related
• Instructional approach interacts with prior knowledge for lasting learning, with benefits concentrated among stronger students — related