Individually removing objectives, examples, or review from a well-designed computer-based lesson did not significantly reduce achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2003 · 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 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Programs without objectives, without examples, or without review scored between 17.16 and 17.36, non-significantly different from the full program's 17.61. → Martin 2003

Evidence¶

Martin 2003¶

Martin, F., Klein, J., & Sullivan, H. (2003). Effects of Instructional Events in Computer-Based Instruction. https://eric.ed.gov/?id=ED484984

q3 · i? · causal · r2

Posttest means from the same six-version experiment: the three single-deletion treatments scored "between 17.16 and 17.36" versus 17.61 for the full program, a non-significant difference; equivalence was not formally tested.

"The absence of each of these elements individually in one of the three different treatments in the pres ent study (program without objectives, without examples or without review) consistently yielded a posttest score between 17.16 and 17.36 that varied only slightly and non -significantly from the score of 17.61 for students in the full program. Thus, there i s no evidence from this study that any of these three elements individually contributed to increased student learning."

Discussion¶

Related Claims¶

• Developing a common understanding of expected learning helps all students succeed, not only those with school-aligned prior knowledge — the general claim this finding bears on, with the studies behind it
• Students may be unaware of the absence of objectives: the no-objectives group gave the highest ratings on objective-related attitude items — related
• In one experiment with 256 undergraduates, computer-based lesson versions that included practice produced significantly higher posttest scores than versions without practice — related
• Studying worked examples between two rounds of a computer puzzle game produced significantly greater knowledge map improvement than no worked examples for adult players — related
• Students notice the absence of practice and examples: attitude items about those events are rated lower when the events are missing — related
• Disrupting the event structure of dynamic visualizations — deleting event boundaries or inserting commercials between boundaries — reduces recall of the depicted events — reports the opposite
• Presence versus absence of individual scaffolding types did not support the added-value hypothesis, but scaffolding combinations partly did — related