Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i3large
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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 i3 Trainee teachers randomly allocated to watch a video model of evidence-based questioning for retrieval improved their simulator skill score by 0.80 SD relative to an active restudy control. → 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 · i3 · causal · r3
Pre-registered OLS regression (Model 1) on 88 of the 89 randomised trainee teachers in a Mursion classroom simulator, comparing the two model arms against the restudy active control on a skill outcome built from five questioning-for-retrieval components (raw score out of 18), each standardised and summed with equal weight, then standardised; the coefficient is interpretable as Cohen’s d, with a printed effect size of d = 0.80 (95% CI = [0.39, 1.20]), as the article reports “exposure to the video model improved teachers’ use of questioning for retrieval by 0.80 SD”.
"The results show that exposure to the video model improved teachers’ use of questioning for retrieval by 0.80 SD, relative to restudy (95% CI = [0.39, 1.20]). This difference is statistically significant at conventional levels ( p < 0.001)."
Discussion¶
Related Claims¶
- 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
- Video models do not increase trainee teachers’ self-efficacy for questioning for retrieval relative to restudy — related
- Rereading Is A Low Utility Study Strategy — related
- Adding theory annotations to a video model yields no additional skill benefit over the same unannotated model — related
- Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation — related
- Quizzing outperforms no/filler activity, fewer-question testing and restudying, with a larger advantage over no/filler activity (low reexposure) than over restudying (high reexposure); against other elaborative strategies its advantage is small and not significant. — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
video-model-improves-retrieval-questioning-skill |
title |
Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary |
description |
Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sam-sims-2026 |
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