In Study 1, students rated the revised intervention as more interesting and more informative than the original intervention¶

Claim · All claims
Evidence · 1 study · design r3 · q3
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The revised intervention was rated as more interesting (t(6454)=4.44, p<.001) and as producing more perceived learning (t(6454)=6.25, p<.001) than the original intervention. → Yeager 2016

Evidence¶

Yeager 2016¶

Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., Trott, J., Greene, D., Walton, G. M., & Dweck, C. S. (2016). Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School. Journal of Educational Psychology, 108(3), 374–391. https://doi.org/10.1037/edu0000098

q3 · i? · design · r3

Fidelity measures in the Study 1 randomized comparison: students in both conditions rated interest and perceived learning on 5-point scales. The revised version was "rated as more interesting, t(6454)=4.44, p<.001" and higher on perceived learning; no effect size printed. Distraction did not differ between conditions.

"Next, the revised intervention was rated as more interesting, t(6454)=4.44, p<.001, and also as more likely to cause participants to feel as though they learned something, t(6454)=6.25, p<.001. This means the design process was successful in making the new intervention engaging."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it
• Motivation — outcome: instruction changes it

Related Claims¶

• In Study 1, the revised intervention reduced self-reported fixed mindset more than the original intervention — related
• In Study 1, the revised growth mindset intervention reduced choosing easy over hard math problems more than the original intervention (d=.19) — related
• Dental students in a revised low-stress TBL format rated its effectiveness for learning more positively than medical students rated the original format, in a non-randomised comparison of two cohorts — related
• In Study 1, the revised intervention reduced hypothetical choice of the easy math assignment from 60% to 51% relative to the original (d=.19) — related
• Solving a creative problem-solving task with ChatGPT is perceived as easier and requires less mental effort, but is not more interesting — related