Paired treatment materials: interactive adjunct-question lecture versus vignette peer-discussion lecture¶
Design · All designs
Evidence · 2 claims (2 for) · 2 studies (2 review),q2· 0 of 2 report an effect size · 2 claims rest on one study
Description¶
The study operationalized the two interaction types with matched multimedia lectures on automobile insurance hosted on Knowmia.com with closed captions and sign-in tracking. The learner–content group viewed an interactive version with "adjunct questions with confirmatory or corrective feedback" inserted throughout; the learner–learner group viewed a non-interactive version with mandatory check-ins at the same timeline locations and engaged in discussion by responding to vignette prompts, creating their own vignette, and critiquing at least one peer's vignette. Both groups could interact with the instructor via an Ask-the-instructor thread or private message, and groups were partitioned from each other in the LMS.
Design Implications¶
Context¶
Requirements¶
- Lectures required sign-in and disabled fast-forwarding to confirm attendance; check-ins were placed at the same timeline locations as the adjunct questions to keep the versions matched
Constraints¶
- The content covered explicit, declarative knowledge (automobile insurance) in a single week-long instructional episode in a paralegal studies program
Target Learners¶
- adult undergraduate community-college students in a paralegal studies program
Learning Goals¶
- understanding and application of automobile insurance concepts measured by a 10-item, 50-point summative assessment
Claims¶
- In complex materials, interim testing improves learning of new lecture-video segments and passage sections, including comprehension and integration [+M]
- Questions interpolated between video lecture segments improve subsequent test performance and reduce mind wandering [+M]
Related Designs¶
Examples¶
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Key Sources¶
- Hauert, S., Luo, T., & Yen, C.-J. (2026). Assessing the impact of substituting interaction types: an empirical study of the interaction equivalency theory. Education Tech Research Dev, 74, 1–27. https://doi.org/10.1007/s11423-025-10563-1
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
adjunct-questions-versus-vignette-discussion-treatments |
title |
Paired treatment materials: interactive adjunct-question lecture versus vignette peer-discussion lecture |
description |
The study operationalized the two interaction types with matched multimedia lectures on automobile insurance hosted on Knowmia.com with closed captions and sign-in tracking. |
status |
review |
generated |
by process:settle-candidates on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hauert-2026 |
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