Students' subjective appraisals of the remote inquiry lesson are comparable across conditions, and perceived cognitive demands correlate negatively with test scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Exploratory ANOVAs showed no differences between conditions on effort, perceived cognitive demands, perceived learning, evaluation, concentration, or ease of remote learning; perceived cognitive demands correlated negatively with post-test scores. → Flegr 2023

Evidence¶

Flegr 2023¶

Flegr, S., Kuhn, J., & Scheiter, K. (2023). How to foster STEM learning during Covid-19 remote schooling: Combining virtual and video experiments. Learning and Instruction, 86, 101778. https://doi.org/10.1016/j.learninstruc.2023.101778

q3 · i? · causal · r2

Exploratory ANOVAs (RQ3, Table 3) on six subjective-appraisal measures showed no condition differences. Perceived cognitive demands correlated with post-test scores at rs(139) = −.53, p < .0001 and with follow-up at rs(66) = −.35; most other correlations were not significant at follow-up.

"We furthermore conducted exploratory ANOVAs with students' subjective appraisals as dependent variables for RQ3; they showed no difference between conditions (see Table 3). Accordingly, students from the three experimental conditions perceived their learning in similar ways."

Discussion¶

Related Claims¶

• Guided inquiry learning with virtual and video experiments during Covid-19 remote schooling significantly improves seventh-graders' conceptual understanding in physics — related
• Seventh-graders in remote inquiry learning accurately monitor their own learning, with no differences between experimentation conditions — related
• Effort appraisals correlate negatively with monitoring judgments: high mental effort is associated with poorer performance judgments — related
• The order of video and virtual experiments (video-virtual vs. virtual-video) does not affect conceptual understanding in remote inquiry learning — related
• Combining a video experiment with a virtual experiment does not foster conceptual understanding more than a virtual experiment alone during remote schooling — related