The four-dimension typology mapped well onto prompt labels, with function labels most frequent and three new presentation subcategories added¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Most of the 283 labels referred to function (n = 114), followed by presentation (n = 93), content (49), and source (13); refinement added technological platform, response format, and system integration subcategories. → Jasmin Breitwieser 2026

Evidence¶

Jasmin Breitwieser 2026¶

Jasmin Breitwieser, André Bittermann, Maria Theobald, Tim Lauer, Mirijam Schaaf, Garvin Brod. (2026). Digital Prompting in Education: A Design Framework and Bibliometric Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10164-1

q3 · i? · associational · r2

Coding of 283 labels onto the typology adapted from the feedback literature, with two coders reaching 80.92% overall agreement for main categories. The article reports the printed label counts per category and that three additional presentation subcategories were introduced after discussion.

"Most labels referred to function (n = 114), primarily targeting learning/performance, fewer addressing self-regulated learning, and only very few related to motivation/affect. The second-largest group described presentation (n = 93), with many labels referring to adaptivity and modality."

Discussion¶

Related Claims¶

• The digital prompting literature uses 283 distinct prompt labels, most of which appear in only one publication — related
• A small set of dominant prompt labels structures the literature, led by metacognitive and self-explanation prompts — related
• Co-occurrence patterns link prompt functions with presentation formats, such as self-explanation prompts with response format and adaptive presentation labels — related