Lower-prior-knowledge apprentices experienced higher germane cognitive load when learning with retrospective prompts than with anticipatory prompts¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A significant two-way interaction of prompt condition and DRC test score on germane load; below a mean-centered DRC score of −0.98 retrospective prompts induced higher GCL than anticipatory prompts. → Meier 2024

Evidence¶

Meier 2024¶

Meier, J., Hesse, P., Abele, S., Renkl, A., & Glogger-Frey, I. (2024). Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy. Instructional Science, 52, 613–638. https://doi.org/10.1007/s11251-023-09651-7

q3 · i? · causal · r2

ANOVA moderation on posttest germane load (RQ3) in the two prompt conditions; the interaction F(1, 40) = 8.813, p = .005, η2partial = 0.181, with the quoted boundary showing higher GCL under retrospective prompts for lower-prior-knowledge apprentices.

"we identified a significant two-way interaction of prompt condition and DRC test score on GCL (see Fig. 6). Following the Johnson-Neyman procedure, we found that for lower prior knowledge participants (mean-centered DRC test scores < -0.98) retrospective prompts induced a higher GCL than anticipatory prompts, t(42) = -2.02, p = .05."

Discussion¶

Related Claims¶

• Lower-prior-knowledge apprentices gained more self-efficacy with retrospective prompts, while anticipatory prompts were detrimental for them — related
• Anticipatory self-explanation prompts induced lower extraneous cognitive load than retrospective prompts — related
• Anticipatory self-explanation prompts benefited higher-prior-knowledge apprentices on diagnostic strategy description scores, whereas retrospective prompts benefited lower-prior-knowledge apprentices — related
• Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation — related