Task-selection skills trained with video modeling examples in biology transfer to task selection in a different domain (math)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Both heuristic-trained and algorithmic-trained students showed significantly better task-selection accuracy on math transfer scenarios than control students. → Raaijmakers 2018

Evidence¶

Raaijmakers 2018¶

Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., van Merriënboer, J., & van Gog, T. (2018). Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? Instructional Science, 46, 273–290. https://doi.org/10.1007/s11251-017-9434-0

q3 · i? · causal · r2

Transfer was measured with eight scenarios in which students selected a next task for a fictitious peer in math, with databases of 75 or 32 tasks and 5- or 8-step problems. Both trained conditions beat control (heuristic r = .48; algorithmic r = .35).

"Post-hoc Mann–Whitney U Tests showed that in line with Hypothesis 2a, both the heuristic training, U = 355.5, p ≤ .001, r = .48, and algorithmic training, U = 537.5, p = .001, r = .35, showed significantly better task-selection accuracy on the transfer test than the control group"

Discussion¶

Related Claims¶

• Heuristic task-selection training is not more effective for transfer than algorithmic training — related
• Heuristic and algorithmic training conditions do not differ in posttest problem-solving performance — related
• Video modeling training of self-assessment and task-selection skills improves secondary students' problem-solving performance after a self-regulated learning phase — a broader claim this one bears on
• Training learners with an effort-and-performance algorithm via video modeling improved monitoring accuracy, task selection accuracy, and learning outcomes — related
• General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning — related
• Training students to select tasks using a combination of self-assessed performance and invested mental effort improves self-assessment, task selection, and posttest performance, but one follow-up study found no transfer to a new problem domain — reports the opposite