Revisions made no reliable difference to total time spent with the lesson¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Condition made no reliable difference to the time spent with the lesson, F(1, 51) = .36, p = .55, and there was no reliable condition by prior knowledge interaction, F(2, 51) = 2.22, p = .12. → Clinton 2017

Evidence¶

Clinton 2017¶

Clinton, V., Cooper, J.L., Michaelis, J., Alibali, M.W., & Nathan, M.J. (2017). How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking. In Eye-tracking technology applications in educational research (pp. 195-218). IGI Global. https://eric.ed.gov/?id=ED574984 doi:10.4018/978-1-5225-1005-5.ch010

q3 · i? · causal · r2

ANOVA on total seconds spent with the lesson. The article notes that, based on the means, "the revised lesson appeared to be read more quickly than the original lesson for the low prior knowledge group", but the interaction was not reliable.

"Condition and did not affect the time spent with the lesson, F(1, 51) = .36, p = .55 and there was a marginal effect of prior knowledge group, F(2, 51) = 2.91, p = .06, with time with the lesson generally being less with more prior knowledge."

Discussion¶

Related Claims¶

• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — the general claim this finding bears on, with the studies behind it
• Revisions to visuals had no effect on post-lesson test scores, though prior knowledge predicted performance — related
• AI access shifts learning-time composition away from writing toward reading and searching, with total learning time unchanged — related
• No condition differences in prior knowledge, time-on-task, interest, or amount learned, supporting the framing manipulation's isolation — related