Build research programs combining studies optimized for internal validity with studies optimized for ecological validity¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The commentary concludes that the dual goal of use-inspired basic research probably cannot be fully accomplished within single studies, because integrating learning into the school curriculum costs experimental control. It therefore recommends research programs with differently structured studies: "Some studies should focus more on internal validity and other studies more on ecological validity, with both types of studies well aligned with each other". It cites work on reflective journal writing as an example of a program largely fitting this plea, and hopes future collections include thematically aligned ecologically optimized studies.

Design Implications¶

Context¶

Requirements¶

• A set of differently structured studies aligned with each other thematically

Constraints¶

• Fully curriculum-integrated studies lose far-reaching experimental control, encountering the usual internal-versus-ecological validity dilemma

Target Learners¶

• school students in authentic classroom settings

Target Learning Goals¶

• maintaining outcomes of meaningful learning over time

Related Strategies¶

• Triangulate internal-validity findings with interaction analyses, propensity-score generalizability indices, and adapted extensions to establish external validity
• Study effort regulation in real-world, personally relevant contexts over longer timeframes, including via ecological momentary assessment
• Adopt an integrative methodological toolkit using machine learning and computational models to capture SR's multi-level, temporal, and social dynamics
• Target motivation and achievement improvement efforts across student, home, and school levels in large-scale assessment programs

Examples¶

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Key Sources¶

• Katharina Scheiter, Alexander Renkl. (2026). On the challenges of investigating lasting learning: A commentary. Learning and Instruction 105 (2026) 102417. https://doi.org/10.1016/j.learninstruc.2026.102417