Adding theory annotations to a video model yields no additional skill benefit over the same unannotated model¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? There was no statistically significant difference in skill improvement between the model with theory arm and the model arm (p = 0.477). → Sam Sims 2026
Evidence¶
Sam Sims 2026¶
Sam Sims, Harry Fletcher-Wood, Thomas Godfrey-Faussett, Peps Mccrea, Stefanie Meliss. (2026). Modelling evidence-based practice in initial teacher training: effects on teachers’ skills, knowledge and self-efficacy. Instructional Science. https://doi.org/10.1007/s11251-026-09779-2
q3 · i? · causal · r3
Pre-registered regression (Model 2) comparing Arm 3 (model with theory) against Arm 2 (model) among 58 participants, on the standardised skill outcome; the article reports “the absence of any statistically significant difference in improvement (p = 0.477)”.
"Participants allocated to the model condition and the model with theory condition show very similar improvement between their first and second simulator attempts. Indeed, there is no measurable difference between the two. Column 3 of Table 2 reports formal regression results, which confirm the absence of any statistically significant difference in improvement (p = 0.477)."
Discussion¶
Related Claims¶
- Video models do not increase trainee teachers’ self-efficacy for questioning for retrieval relative to restudy — related
- Restudy of an evidence summary alone produces no measurable skill improvement between simulator attempts — related
- Video models with integrated theory do not improve trainee teachers’ knowledge of questioning for retrieval relative to restudy — related
- Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary — related
- Adding conceptual instruction to fact retrieval practice yields no additional fact retrieval benefit — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
theory-annotation-no-extra-skill-benefit |
title |
Adding theory annotations to a video model yields no additional skill benefit over the same unannotated model |
description |
Adding theory annotations to a video model yields no additional skill benefit over the same unannotated model |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sam-sims-2026 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.