Video modeling training of self-assessment and task-selection skills improves secondary students' problem-solving performance after a self-regulated learning phase¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Both heuristic and algorithmic training led to significantly better posttest problem-solving performance than no training. → Raaijmakers 2018

Evidence¶

Raaijmakers 2018¶

Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., van Merriënboer, J., & van Gog, T. (2018). Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? Instructional Science, 46, 273–290. https://doi.org/10.1007/s11251-017-9434-0

q3 · i? · causal · r2

Randomized experiment with 122 second-year Dutch secondary students assigned to control (n = 43), heuristic (n = 37), or algorithmic (n = 42) training. Median tests showed both training conditions outperformed control on the five-problem posttest (heuristic r = .24; algorithmic r = .25).

"Post-hoc Median Tests showed that in line with Hypothesis 1, both heuristic training, v2(1) = 4.732, p = .030, r = .24, and algorithmic training, v2(1) = 5.195, p = .023, r = .25, led to significantly better problem-solving performance on the posttest than the control condition."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Heuristic and algorithmic training conditions do not differ in posttest problem-solving performance — related
• Task-selection skills trained with video modeling examples in biology transfer to task selection in a different domain (math) — a narrower finding that bears on this claim
• Studying instructional and video modeling examples improved heredity problem-solving performance and self-assessment accuracy from pretest to posttest — related
• Training learners with an effort-and-performance algorithm via video modeling improved monitoring accuracy, task selection accuracy, and learning outcomes — a narrower finding that bears on this claim
• General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning — related
• Heuristic task-selection training is not more effective for transfer than algorithmic training — related
• Strategy Instruction Improves Learning — a broader claim this one bears on
• Metacognitive Strategies Improve Learning — a broader claim this one bears on
• Self Assessment Accuracy Is Low Without Training — related
• Training students to select tasks using a combination of self-assessed performance and invested mental effort improves self-assessment, task selection, and posttest performance, but one follow-up study found no transfer to a new problem domain — related