Low information density improves individual test performance in the short-term retention test, but the benefit fades by the delayed test¶

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? In the short-term retention test, groups that had learned with low information density outperformed groups with high information density. → 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

Short-term retention test ANOVA (one day after learning) in the factorial experiment: "groups with low information density (M = .42, SD = .25) outperformed high information density (M = .36, SD = .27)"; no effect size is printed for this contrast.

"It also showed that groups with low information density (M = .42, SD = .25) outperformed high information density (M = .36, SD = .27)."

Discussion¶

Related Claims¶

• The efficiency advantage of prior collaborative experience emerges under high information density but not under low information density — related
• Low information density reduces mental effort and increases efficiency during the collaborative learning phase — related
• Experienced groups show higher instructional efficiency than inexperienced groups in the delayed retention test after collaborative learning — related
• In the learning phase, group experience and information distribution each produce significant multivariate effects on performance, mental effort, and efficiency, without interacting — related