Generating own examples after instruction produced better retention and transfer than studying provided examples¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Self-generated examples yielded higher knowledge retention than provided examples (d = 0.51). → Krause-Wichmann 2025 q3 i2 Self-generated examples yielded higher knowledge transfer than provided examples (d = 0.66). → Krause-Wichmann 2025 (2)

Evidence¶

Krause-Wichmann 2025¶

Krause-Wichmann, T., Klopp, E., Stark, L., & Stark, R. (2025). Promoting future teachers' pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction. Instructional Science. https://doi.org/10.1007/s11251-024-09694-4

q3 · i2 · causal · r2

Planned contrast I-GE vs. I-PE on knowledge retention in the randomized three-condition experiment (N = 105); Table 3 prints d = 0.51 for this contrast, a medium effect favoring example generation.

"the contrasts revealed that the outcomes differed significantly between students who learned with self-generated examples (I-GE) and students who learned with provided examples (I-PE) with medium effect size. Students who generated examples achieved better results."

Krause-Wichmann 2025 (2)¶

Krause-Wichmann, T., Klopp, E., Stark, L., & Stark, R. (2025). Promoting future teachers' pedagogical knowledge: The role of self-generated vs. provided illustrative examples after instruction. Instructional Science. https://doi.org/10.1007/s11251-024-09694-4

q3 · i2 · causal · r2

Planned contrasts on knowledge transfer in the same experiment; Table 3 prints d = 0.66 for I-GE/I-PE (and d = 1.17 for I-GE/I), and "Students who generated examples achieved the best results".

"Concerning knowledge transfer (KT), the contrasts indicated that the performance of students who learned with self-generated examples (I-GE) differed significantly from those who learned with provided examples (I-PE) and from those who restudied instruction only (I)."

Discussion¶

Related Claims¶

• Instruction followed by either self-generated or provided illustrative examples outperformed instruction only on knowledge retention and transfer in student teachers — related
• Perceived learning control enhanced transfer via knowledge retention only for students in the non-generative conditions (provided examples, instruction only), not for example generators — related
• Teacher students who generated their own examples after instruction achieved better retention and transfer than those given examples, with text-only performing worst — possibly the same claim (merge candidate)
• Instruction-only students perceived learning control comparably high to example generators, while provided-example students perceived lower control — related
• Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention — related