Textual prompts yield significantly stronger continuing motivation than pictorial prompts¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i2 Across the three continuing-motivation items, text-based prompts scored significantly higher (M = 3.83 vs. 3.36), F(1,47) = 6.36, p = .02, Cohen's f = .37. → Reisslein 2004

Evidence¶

Reisslein 2004¶

Reisslein, J., Atkinson, R. K., & Reisslein, M. (2004). Exploring the Presentation and Format of Help in a Computer-Based Electrical Engineering Learning Environment. Arizona State University. https://eric.ed.gov/?id=ED484994

q2 · i2 · causal · r2

MANOVA of the 51-participant experiment's attitude survey found "a significant overall main effect... across the items relating to continuing motivation for the format of prompts", favoring text-based prompts with Cohen's f = .37.

"a significant overall main effect was discovered across the items relating to continuing motivation for the format of prompts ( M = 3.83 for text -based prompts and 3.36 for pictorial -based prompts), F(1,47) = 6.36, MSE = .45, p = .02. Cohen's f for these data yields an effect size of .37, which corresponds to medium to large effect."

Discussion¶

Related Claims¶

• Learners report more positive attitudes toward externally regulated prompts than self-regulated prompts — related
• Textual prompts produce higher first-attempt practice accuracy, while pictorial prompts produce higher second-attempt accuracy — related
• Textual instructional prompts yield significantly higher near-transfer posttest performance than pictorial prompts for novice circuit-analysis learners — related
• Combining textual and pictorial glosses improves incidental vocabulary learning more than single-mode glosses — related
• Self-regulated vs. externally regulated prompt presentation shows no significant effect on posttest performance and no interaction with prompt format — related
• Self-selected interventions tend to yield stronger effects on motivation and overall efficacy — related