Prior knowledge directly predicted all three formative assessments (β=.11, β=.24, β=.11) but no future interest outcomes.¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Prior knowledge directly predicted the Module2 (β=.11), Module5 (β=.24) and Module6 (β=.11) formative tests, but failed to significantly predict Course interest, Domain interest or Task interest. → Fryer 2021

Evidence¶

Fryer 2021¶

Fryer, L. K., Shum, A., Lee, A., & Lau, P. (2021). Mapping students' interest in a new domain: Connecting prior knowledge, interest and self-efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101493

q3 · i1 · associational · r2

Longitudinal-SEM results for the 310-student study. The article reports prior knowledge "directly predicted all three formative assessments" with the printed βs, and separately states it failed to predict future interest at any level assessed.

"Prior knowledge directly predicted all three formative assessments (H1b): Module2 test (β=.11), Module5 test (β=.24) and Module6 test (β=.11)."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

• Prior biology knowledge predicted new AI knowledge in Lessons 1 and 2 but not in Lessons 3 and 4 — related
• Changes in mathematics self-concept and interest are independent of prior achievement and do not predict later achievement — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related