Textual prompts produce higher first-attempt practice accuracy, while pictorial prompts produce higher second-attempt accuracy¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Textual prompt groups solved significantly more unsolved practice steps correctly at the first attempt, F(1,47) = 12.00, p < .01. → Reisslein 2004
q2 i? Pictorial prompt groups had a significantly higher probability of solving practice steps on the second trial, F(1,47) = 12.77, p < .01. → Reisslein 2004 (2)
Evidence¶
Reisslein 2004¶
Reisslein, J., Atkinson, R. K., & Reisslein, M. (2004). Exploring the Presentation and Format of Help in a Computer-Based Electrical Engineering Learning Environment. Arizona State University. https://eric.ed.gov/?id=ED484994
q2 · i? · causal · r2
En route practice accuracy recorded by the computer module in the 51-participant factorial experiment showed a "significant main effect on first anticipation for format of prompts"; textual groups solved 93% of unsolved steps at first attempt versus 82% for pictorial groups.
"The ANOVA revealed that this difference corresponds to a significant main effect on first anticipation for format of prompts, F(1,47) = 12.00, MSE = .01, p< .01."
Reisslein 2004 (2)¶
Reisslein, J., Atkinson, R. K., & Reisslein, M. (2004). Exploring the Presentation and Format of Help in a Computer-Based Electrical Engineering Learning Environment. Arizona State University. https://eric.ed.gov/?id=ED484994
q2 · i? · causal · r2
The same en route practice ANOVA in the 51-participant experiment found pictorial-prompt participants "had a significantly higher probability of accurately solving the practice problems on the second trial" than text-based participants.
"the participants who received pictorial -based prompts had a significantly higher probability of accurately solving the practice problems on the second trial as compared to participants who were assigned to the te xt-based prompts groups, F(1,47) = 12.77, MSE = .01, p< .01."
Discussion¶
Related Claims¶
- Textual instructional prompts yield significantly higher near-transfer posttest performance than pictorial prompts for novice circuit-analysis learners — related
- Textual prompts yield significantly stronger continuing motivation than pictorial prompts — related
- In one 51-learner experiment on help formats in computer-based electrical engineering instruction, far-transfer scores were at the floor in every condition, and time spent on instruction did not differ significantly between conditions — related
- Learners report more positive attitudes toward externally regulated prompts than self-regulated prompts — related
- Self-regulated vs. externally regulated prompt presentation shows no significant effect on posttest performance and no interaction with prompt format — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
prompt-format-first-second-attempt-accuracy |
title |
Textual prompts produce higher first-attempt practice accuracy, while pictorial prompts produce higher second-attempt accuracy |
description |
Textual prompts produce higher first-attempt practice accuracy, while pictorial prompts produce higher second-attempt accuracy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2004 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — reisslein-2004, reisslein-2004-2 |
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