Video tutorials produced large learning gains from pre-test to training test, with significant decline at later post-tests and no condition effect¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A repeated measures ANOVA over four task tests showed a main effect of time, F(3,183) = 202.74, p < 0.001, with no main effect of condition and no time-by-condition interaction. → Hans van der Meij 2018 q3 i? Scores rose significantly from pre-test to training (reaching 79.7%) and declined significantly to 62.5% at the immediate post-test; immediate and delayed post-tests did not differ. → Hans van der Meij 2018 (2)

Evidence¶

Hans van der Meij 2018¶

Hans van der Meij, Jan van der Meij, Tessa Voerman, Evert Duipmans. (2018). Supporting motivation, task performance and retention in video tutorials for software training. Education Tech Research Dev 66, 597–614. https://doi.org/10.1007/s11423-017-9560-z

q3 · i? · causal · r2

Repeated measures ANOVA over pre-test, training, immediate and delayed post-test performance scores for 65 elementary students learning six Word formatting tasks. The main effect of time was significant; "no main effect of condition and no interaction between time and condition" was found.

"A repeated measures ANOVA with condition as the independent variable and the regular task tests as four measurement points, showed a main effect of time, F(3,183) = 202.74, p \ 0.001."

Hans van der Meij 2018 (2)¶

Hans van der Meij, Jan van der Meij, Tessa Voerman, Evert Duipmans. (2018). Supporting motivation, task performance and retention in video tutorials for software training. Education Tech Research Dev 66, 597–614. https://doi.org/10.1007/s11423-017-9560-z

q3 · i? · causal · r2

Post hoc tests on the same repeated measures ANOVA of performance test percentages. Scores rose from a pre-test mean of 11.7% to 79.7% at training, then declined significantly to 62.5%; immediate and delayed post-tests did not differ (p = 0.43).

"Post hoc analyses revealed a significant change from pre-test to training ( p \ 0.000) with scores reaching an average of 79.7% (see Table 4). There was also a significant change from training to immediate post-test (p \ 0.001), with scores declining to 62.5%."

Discussion¶

Related Claims¶

• Total coverage differed by condition, with the 2-demo tutorial viewed less fully than the control and review tutorials — related
• DBT-based video tutorials significantly improve procedural knowledge for software tasks from pre-test to practice and post-tests — reports the opposite
• Procedural knowledge gained during video training declines significantly from practice to the post-tests — possibly the same claim (merge candidate)
• Adding reviews or a second demonstration did not significantly improve self-efficacy or learning over the control condition — related
• Video tutorials significantly and substantially raised self-efficacy, with no effect of condition — related
• All conditions achieved significant knowledge gains with no condition, gender, or interaction effects — related
• Delirium knowledge gains from simulation-based education were sustained over time in repeated-survey and delayed-assessment studies — related