Tool type shapes learning activity: annotation users perform more macro-actions, hyperlink users more micro-actions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Tool-use had a large multivariate effect on learning activity in the lab experiment. → Ruf 2023 q3 i2 Annotation learners performed significantly more macro-actions than hyperlink learners (partial η 2 = 0.050) and significantly fewer micro-actions (partial η 2 = 0.440). → Ruf 2023 (2)

Evidence¶

Ruf 2023¶

Ruf, A., Zahn, C., Roos, A.-L., & Opwis, K. (2023). How do enhanced videos support generative learning and conceptual understanding in individuals and groups? Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10275-4

q3 · i3 · causal · r2

MANOVA on log-file learning activity (relative micro- and macro-actions per minute) in the lab experiment, "partial η 2 = 0.487". No significant effect was found for Setting (p > 0.10).

"MANOVA revealed a statistically significant effect for Tool-use (as expected in H1a), F (2,88) = 41.709, p < 0.01, partial η 2 = 0.487, Wilk's Λ = 0.513."

Ruf 2023 (2)¶

Ruf, A., Zahn, C., Roos, A.-L., & Opwis, K. (2023). How do enhanced videos support generative learning and conceptual understanding in individuals and groups? Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10275-4

q3 · i2 · causal · r2

Post-hoc univariate ANOVAs following the significant MANOVA on log-file activity, comparing the annotation and hyperlink conditions on relative macro- and micro-action rates; the macro-action contrast printed "partial η 2 = 0.050" and the micro-action contrast "partial η 2 = 0.440".

"participants that learned with annotations performed significantly more macro-actions (annotation: M = 1.75, SD = 0.6; hyperlink: M = 1.45, SD = 0.7, F(1,89) = 1.978, p = 0.033, partial η 2 = 0.050), and significantly fewer micro-actions than participants that learned with hyperlinks (annotation: M = 1.41, SD = 0.7; hyperlink: M = 3.22, SD = 1.3, F(1,89) = 74.116, p < 0.01, partial η 2 = 0.440)."

Discussion¶

Related Claims¶

• Learners using annotations report higher self-assessed knowledge gain than learners using hyperlinks — related
• Learners using annotations perceive lower cognitive load than learners using hyperlinks — related
• Learners using hyperlinks produce hypervideo products of higher quality than learners using annotations — related
• The effect of tool type on hypervideo product quality is partially mediated by performing fewer macro-actions — related