Effective and efficient acquisition of argumentation knowledge by self-explaining examples: Videos, texts, or graphic novels?

Abstract

A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N 1 ϭ 57; N 2 ϭ 43). The students acquired argumentation knowledge by self-explaining different types of worked examples. In Experiment 1, we compared video-based examples with written examples, and in Experiment 2, we compared video-based examples with graphic novel-based examples.Regardless of the examples' presentation mode, we observed similar learning processes (i.e., invested mental effort and self-explanation quality) as well as a large effect on learning outcomes (i.e., conceptual knowledge about argumentative principles). Although they appear similarly effective, we found learning by selfexplaining written examples and by self-explaining graphic novels to be less time consuming and, thus, more efficient than learning by self-explaining video examples. Educational Impact and Implications StatementAgainst the background of the findings of two experiments, the present paper suggests that using examples to let students learn about argumentation is very effective-regardless of presenting those examples as videos, texts, or graphic novels. However, learning from texts takes less time than learning from videos. In return, learners rated videos as being more authentic than texts. Finally, our findings imply graphic novels as the preferred choice of instruction, because they are very effective while being both as efficient as text and as authentic as video examples.

Make it relevant! How prior instructions foster the integration of teacher knowledge

“…Although text scenarios are less authentic than, for example, video scenarios, text has several advantages: Text allows for rereading and focusing on relevant information, whereas videos are fleeting and contain distracting information (see Leahy and Sweller 2011;Lowe 2003). Text examples thus require less processing time than video examples (Hefter et al 2019). Recent findings demonstrate that text and video are equally effective to train and assess teachers' situationrelated skills (Friesen and Kuntze 2016;Kramer et al 2017).…”

Digital training intervention on strategies for tackling physical misconceptions—Self‐explanation matters

“…To estimate our required sample size, we first looked at similar experiments for orientation (e.g. Hefter, 2021; Hefter et al, 2019; Nokes et al, 2011; Roelle et al, 2012), that involved 41–57 people. Previous studies also revealed large effects on learning outcomes both in pre‐ and post‐test comparisons (e.g.…”

“…As effective as those self‐explanations prompts are though, they were mainly implemented in interventions built around examples (e.g. Hefter et al, 2019; Hefter & Berthold, 2022; Rittle‐Johnson et al, 2017), rather than complex cognitive models. As mentioned above, unlike the standard worked example a cognitive model focuses more on the strategy level.…”

Usingeye‐movementmodelling examples to improve critical reading of multiple webpages on a conflicting topic

“…Rooted in observational learning (Bandura, 1977), video‐based modelling has received increasing attention in educational research as a way to foster students' performance in diverse domains, such as making collages and writing poetry (Groenendijk, Janssen, Rijlaarsdam, & van den Bergh, 2013), solving problems about electric circuits (Hoogerheide, Renkl, Fiorella, & van Gog, 2019) or solving information problems when searching the Web for information (Frerejean, van Strien, Kirschner, & Brand‐Gruwel, 2018). Examples are included in video‐based modelling to help students focus on an appropriate way to execute a task (Hefter, ten Hagen, Krense, Berthold, & Renkl, 2019). Thus, they should not try to perform a task by themselves, but rather they can invest mental effort in achieving optimal performance based on the example, assuming that it is well‐designed.…”