Prior knowledge, but not interest or estimated prior knowledge, predicts use of learner control options¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Within the learner control group, prior knowledge correlated positively with time-on-task (r = .40), slides visited (r = .39), and narration segments requested (r = .42), while interest and estimated prior knowledge did not. → Huib K. Tabbers 2010

Evidence¶

Huib K. Tabbers 2010¶

Huib K. Tabbers, Bastiaan de Koeijer. (2010). Learner control in animated multimedia instructions. Instructional Science, 38, 441–453. https://doi.org/10.1007/s11251-009-9119-4

q3 · i3 · causal · r2

Correlational analysis of log data and questionnaires in the learner control group (n = 26). Prior knowledge correlated "r = .40", r = .39, and r = .42 with time-on-task, slides, and narration segments; interest and estimated prior knowledge were unrelated to any interactive behavior measure.

"Of the variables that were measured before the multimedia instruction, only the prior knowledge score had a significant positive correlation with the time-on-task ( r = .40, p = .04), the number of slides ( r = .39, p = .04), and the number of narration segments requested ( r = .42, p = .03)."

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Intensity of learner control use relates to retention gains but not to transfer performance — related
• Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — a broader claim this one bears on
• Segmentation Benefits Shrink With Expertise — related