Self-regulated vs. externally regulated prompt presentation shows no significant effect on posttest performance and no interaction with prompt format¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · 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¶

q2 i? There was no significant difference between self-regulated and externally regulated presentation on overall posttest total, F(1,47) = 3.43, p = .07. → Reisslein 2004 q2 i? There was no significant interaction between the presentation and format factors. → 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

In the 51-participant 2x2 factorial ANOVA, the presentation factor showed "no significant difference between the two levels of the presentation factor" on overall posttest total; equivalence was not tested.

"There was no significant difference between the two levels of the presentation factor (self vs. external regulation) on the overall posttest total, F ratio F(1,47) = 3.43, mean square error MSE = 11.20, significance level p = .07."

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 posttest ANOVA in the same experiment reported that "there was no significant interaction between the two factors" of prompt format and prompt presentation.

"Finally, there was no significant interaction between the two factors."

Discussion¶

Related Claims¶

• Learners report more positive attitudes toward externally regulated prompts than self-regulated prompts — related
• Cognitive elaboration strategy significantly affects overall posttest performance, with self-generated elaboration highest — related
• 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
• Textual prompts produce higher first-attempt practice accuracy, while pictorial prompts produce higher second-attempt accuracy — related
• Dissonant combinations of regulation and processing strategies impair performance, and dissonance produces affective strain — related