Spontaneous drawings at posttest mediate the effect of multimedia instruction on posttest performance, but not the effect of multimedia feedback¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The frequency of spontaneous drawings positively mediated the effect of diagrams in initial instruction on posttest performance (multimedia-text vs text-text). → Gök 2025 q2 i? No indirect effect through drawings was observed for multimedia feedback (text-text vs text-multimedia). → Gök 2025 (2)

Evidence¶

Gök 2025¶

Gök, S., Zhang, T., Goldstone, R. L., & Fyfe, E. R. (2025). Multimedia Effects in Initial Instruction and Feedback on Problem Solving. Journal of Educational Psychology. https://doi.org/10.1037/edu0000943

q2 · i? · causal · r2

An exploratory mediation analysis (SPSS PROCESS, text-text as baseline) with posttest drawings as mediator and posttest performance as outcome showed a significant indirect effect for the multimedia-text comparison, IE = .18, CI = [.07, .33], with a non-significant direct effect.

"This indirect effect through drawings was significant, IE = .18, CI = [.07, .33], while the direct effect of condition on posttest performance was not significant, DE = -.18, p = .511."

Gök 2025 (2)¶

Gök, S., Zhang, T., Goldstone, R. L., & Fyfe, E. R. (2025). Multimedia Effects in Initial Instruction and Feedback on Problem Solving. Journal of Educational Psychology. https://doi.org/10.1037/edu0000943

q2 · i? · causal · r2

The same mediation analysis comparing text-text vs text-multimedia found "no observable indirect effect" through drawings, suggesting multimedia feedback's benefit was not due to participants generating their own diagrams at posttest.

"However, this was not the case for multimedia feedback ; there was no observable indirect effect when comparing text-text vs text-multimedia"

Discussion¶

Related Claims¶

• Multimedia feedback produces higher posttest performance than text-only feedback on conditional probability problems — related
• Multimedia initial instruction, but not multimedia feedback, increases students' spontaneous diagram generation across learning phases — related
• Multimedia initial instruction shows no detectable benefit over text-only instruction on posttest performance — reports the opposite
• Multimedia initial instruction lowers students' perceived difficulty of problems across instruction, practice, and posttest phases — related
• Multimedia feedback yields higher overall accuracy during practice with feedback, but without iterative improvement over scenarios — related