Students perceive collaborative physics tasks as less difficult after completing them¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i1 small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Paired-sample t-tests showed task difficulty ratings dropped significantly from before to after the collaborative task (d = 0.373). → Malmberg 2022

Evidence¶

Malmberg 2022¶

Malmberg, J., Haataja, E., & Järvelä, S. (2022). Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09320-z

q3 · i1 · associational · r1

Paired-sample t-test on 64 upper elementary students' situated self-reports across five collaborative physics tasks. Ratings fell from "M = 50,94" before to "M = 42,54" after, "d = 0.373".

"There was a significant difference in the ratings for task difficulty before the collaborative task ( M = 50,94, SD = 22,89) and after the collaborative task ( M = 42,54, SD = 26,25, t(262) = 6,047, p = .00), d = 0.373."

Discussion¶

Related Claims¶

• Improved post-task understanding, higher task difficulty ratings and higher physiological arousal predict better learning outcomes
• Physiological arousal is higher in sessions where the task is perceived as less difficult at the end
• Higher task difficulty ratings before and after collaborative tasks predict higher physiological arousal, while task understanding does not
• Students' task understanding confidence increases after collaborative tasks — related
• Prior knowledge and intervention condition predict repeated cognitive load and interest measures: prior knowledge lowers effort and difficulty and raises interest and understanding, and prompting groups perceive tasks as more difficult — related