Video models with integrated theory do not improve trainee teachers’ knowledge of questioning for retrieval relative to restudy¶

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

Subclaims¶

q3 i? There was no measurable difference in knowledge between the model-with-theory group and the restudy group on a delayed post-test (p = 0.465). → 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 · r2

Pre-registered regression comparing Arm 3 (model with theory) against Arm 1 (restudy) on a six-item multiple-choice knowledge test administered seven days after the simulator; the article reports “no measurable difference in the levels of knowledge in the two groups”.

"The results confirm that there was no measurable difference in the levels of knowledge in the two groups (p = 0.465)."

Discussion¶

Related Claims¶

• Restudy of an evidence summary alone produces no measurable skill improvement between simulator attempts — 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
• Video models do not increase trainee teachers’ self-efficacy for questioning for retrieval relative to restudy — 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 — a broader claim this one bears on