Experienced groups show higher instructional efficiency than inexperienced groups in the delayed retention test after collaborative learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experienced groups were more efficient (performance combined with mental effort) than inexperienced groups in the delayed retention test. → Jimmy Zambrano 2019

Evidence¶

Jimmy Zambrano 2019¶

Jimmy Zambrano, Femke Kirschner, John Sweller, Paul A. Kirschner. (2019). Effects of group experience and information distribution on collaborative learning. Instructional Science. https://doi.org/10.1007/s11251-019-09495-0

q3 · i? · causal · r2

Delayed retention phase of the factorial experiment; efficiency combined standardized performance and mental effort. "experienced groups (M = .09, SD = .83) were more efficient than inexperienced groups (M = -.12, SD = .75)"; no effect size is printed in this sentence.

"For instructional efficiency, experienced groups (M = .09, SD = .83) were more efficient than inexperienced groups (M = -.12, SD = .75)."

Discussion¶

Related Claims¶

• The efficiency advantage of prior collaborative experience emerges under high information density but not under low information density — related
• Groups with prior collaborative experience on similar tasks outperform inexperienced groups on individual retention tests after collaborative learning of complex tasks — related
• In the learning phase, group experience and information distribution each produce significant multivariate effects on performance, mental effort, and efficiency, without interacting — related
• Collaborative tasks should be complex enough that joint effort is worthwhile, engaging the collective working memory effect — related
• Low information density improves individual test performance in the short-term retention test, but the benefit fades by the delayed test — related
• Collaborative learning is more efficient than individual learning for high-load tasks, but less efficient for low-load tasks — related