Students in both panels were generally positive about the creative writing unit's instructional design, with only two items scoring below neutral and a group difference on one scale¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants in both panels were generally positive about the planned elements of the instructional design, with only two items below neutral. → Anouk ten Peze 2024 q2 i? A Group effect was found for only one scale, Evaluation of Key Features of the unit, with panel 2 creative-writing students scoring higher. → Anouk ten Peze 2024 (2)

Evidence¶

Anouk ten Peze 2024¶

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. https://doi.org/10.1007/s11251-023-09647-3

q2 · i? · causal · r2

The appreciation analysis used a seven-part student questionnaire (five-point scale) analyzed with repeated measures, group as between-subjects factor. It found participants "generally positive about the planned elements in the instructional design" with only two below-neutral items.

"Participants in both panels were generally positive about the planned elements in the instructional design, as only two items scored below neutral (see Online Resource 1)."

Anouk ten Peze 2024 (2)¶

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. https://doi.org/10.1007/s11251-023-09647-3

q2 · i? · causal · r2

The appreciation analysis reports that group differences were scarce: "A Group effect was found for only one scale", with sufficient means in both groups. The sentence printing the direction of the difference is cut off in the supplied text, so the direction is not reported here.

"A Group effect was found for only one scale: Evalu-ation of Key Features of the unit. Although the mean score was sufficient in both groups,"

Discussion¶

Related Claims¶

• Students' creative writing speed decreased in panel 1 except for students with relatively high Creative Self-Concept, and increased in panel 2
• Implementation fidelity of the creative writing unit was high: absentee rates below about 3% and completion of crucial divergent-thinking and writing assignments between 88% and 94% — related
• Creative writing instruction improved creative text quality in panel 1 and showed a transfer effect on argumentative text quality moderated by Creative Self-Concept, a pattern the second panel did not replicate — related
• Engagement with AI-generated educational interactive fiction is marginal, near the neutral midpoint of the scale — related