TBRS-model-derived hypotheses about presentation-pace effects were supported in two experiments, provided prior knowledge is taken into account¶

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

Subclaims¶

q3 i? In two experiments, hypotheses allowed by the TBRS model were tested, and results showed the model can assist investigation of information presentation pace effects during learning as long as prior knowledge is taken into account. → Sébastien Puma 2018

Evidence¶

Sébastien Puma 2018¶

Sébastien Puma, Nadine Matton, Pierre-Vincent Paubel, André Tricot. (2018). Cognitive Load Theory and Time Considerations: Using the Time-Based Resource Sharing Model. Educational Psychology Review, 30 (3). https://doi.org/10.1007/s10648-018-9438-6

q3 · i? · causal · r?

Two experiments reported in the article tested hypotheses derived from the TBRS model. The results showed the model "can assist the investigation of information presentation pace effects during learning", with the stated condition that "prior knowledge is taken into account". No effect sizes are printed in the available text.

"In two experiments, we tested hypotheses allowed by the model. Results showed that the Time-Based Resource Sharing model can assist the investigation of information presentation pace effects during learning, as long as prior knowledge is taken into account."

Discussion¶

Related Claims¶

• For a fixed quantity of information, the mere pace of information presentation can affect learning performance — a broader claim this one bears on
• Segmenting Improves Multimedia Learning — related
• Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — related
• The segmenting, cognitive-load, and learning-time effects are confirmed for system-paced segmentation — related