Ad hoc instructional strategy integrating deep- or shallow-processing cognitive prompts into a psychology coursebook chapter¶

Element · All elements
Evidence · 2 claims (1 for, 1 against) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The article designed an instructional strategy that embeds cognitive prompts directly into online textbook content. Two versions of a 'Memory' chapter were built: a deep version with prompts activating "elaboration, organisation" and a surface version with the same number of prompts activating rehearsal strategies. Development followed a revised Bloom's taxonomy to set learning outcomes, then prompt elaboration based on the model of Glogger et al. (2013). Students responded to prompts during a 3-week study task integrated into regular teaching.

Design Implications¶

Context¶

Requirements¶

• Prompts must be formulated in connection with agreed-upon learning outcomes aligned with the course
• Student responses must be rated for strategy quality to ensure only quality strategy use is analysed

Constraints¶

• Tested only in a compulsory psychology course on one chapter ('Memory') in a realistic setting where variables could not be rigorously controlled

Target Learners¶

• psychology students in higher education

Target Learning Goals¶

• comprehension of complex scientific course content
• activation of deep learning strategies (elaboration, organisation)

Claims¶

• Cognitive prompts activating deep learning strategies produce a marginally significant immediate exam advantage over prompts activating shallow strategies in a real psychology course [+W]
• The immediate advantage of deep-processing prompts does not persist at a 5-month follow-up, with a Bayesian test confirming the null [-W]

Related Elements¶

• Imbedded Aids: textbook redesign placing teacher-like assistance in the text

Examples¶

• Complement deep-processing cognitive prompts with practice testing, distributed practice, and metacognitive or motivational prompts to support long-term retention

Key Sources¶

• Dana Opre, Andrei Costea, Răzvan Jurchiș, Romiță Iucu. (2023). Enhancing Self-Regulated Learning: Immediate and Follow-up Effects of Cognitive Prompts. Journal of Educational Sciences, XXIV, 2(48). https://doi.org/10.35923/JES.2023.2.16