Excavating the origins of the learning pyramid myths

Letrud, Kåre; Hernes, Sigbjørn

doi:10.1080/2331186x.2018.1518638

Cited by 24 publications

(13 citation statements)

References 25 publications

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“…Although many researchers criticize NS arguments (e.g., Subramony et al, 2014;Weidenmann, 2002), the literature indirectly points toward the endorsement of this misconception by teachers and educators. NS is also known as the pyramid model (Letrud & Hernes, 2018). Letrud (2020) found that versions of the pyramid model appeared in 524 peer-reviewed articles and 14 encyclopedia articles published between 1990 and 2019, which suggests quite a high diffusion of the pyramid model both within and outside academia.…”

Section: Dekker Et Al (2012)mentioning

confidence: 99%

The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers

Eitel

Prinz

Kollmer

et al. 2021

Psychology Learning & Teaching

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In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student teachers) responded to the items of the MMLQ. The results revealed moderate reliabilities of the MMLQ scales. Moreover, an a priori assumed four-factor structure of misconceptions about multimedia learning was most compatible with teachers’ and student teachers’ answers to the MMLQ items. These four factors were learning styles (multimedia instruction needs to be adapted to students’ learning styles [visual or auditory]), hemispheric isolation (multimedia instruction enables hemispheric communication), naïve summation (multimedia instruction is more effective the more sensory channels are used), and motivation primacy (multimedia instruction is mainly effective because it is motivating). The majority of teachers and student teachers endorsed three of the four misconceptions about multimedia learning (i.e., learning styles [78.1%], hemispheric isolation [58.8%], and naïve summation [81.4%]) as assessed by the MMLQ. This finding may provide valuable information for teacher education and training regarding this specific issue.

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Section: Dekker Et Al (2012)mentioning

confidence: 99%

The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers

Eitel

Prinz

Kollmer

et al. 2021

Psychology Learning & Teaching

View full text Add to dashboard Cite

show abstract

“…Some misconceptions become engrained in academic publishing and debates. Examples include the low risk of addiction from opioids prescribed for chronic pain [1], the ‘Patient Zero’ supposedly responsible for the U.S. AIDS epidemic [2], the Yerkes-Dodson law [3, 4], the endless behavioral loops of the digger sphex [5], the Learning Styles [6, 7], the Learning Pyramid models [8, 9], and the Hawthorne Effect [10]. Despite fundamental flaws, these claims have proliferated in academic publications for decades, some of them for more than a century.…”

Section: Introductionmentioning

confidence: 99%

Affirmative citation bias in scientific myth debunking: A three-in-one case study

Letrud

Hernes

2019

PLoS ONE

Self Cite

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Several uncorroborated, false, or misinterpreted conceptions have for years been widely distributed in academic publications, thus becoming scientific myths. How can such misconceptions persist and proliferate within the inimical environment of academic criticism? Examining 613 articles we demonstrate that the reception of three myth-exposing publications is skewed by an ‘affirmative citation bias’: The vast majority of articles citing the critical article will affirm the idea criticized. 468 affirmed the myth, 105 were neutral, while 40 took a negative stance. Once misconceptions proliferate wide and long enough, criticizing them not only becomes increasingly difficult, efforts may even contribute to the continued spreading of the myths.

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“…ently acquired knowledge, and transformed it into logical demonstration and explanation (7). Meanwhile, according to Learning Pyramid Theory, teaching others is the learning method with the highest retention rate of the learning contents of 90%, which was the main method used in our educational study (12). Discussion groups and practicing by doing, which both have a retention rate of over 50% of the learning contents in the Learning Pyramid, are also reflected in our study.…”

Section: Chloridementioning

confidence: 53%

A novel educational tool helps teach intestinal absorption in physiology

Wang

Liu

et al. 2021

Advances in Physiology Education

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We designed an educational tool to help sophomores learn intestinal absorption. In the study group, students learned through reading materials and group discussion. Then, using the form of flipped class, they stepped on the podium and simulated and explained the absorption processes with designed paper props. The questionnaire and theoretical tests showed the positive role of the education tool in learning efficacy.

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Excavating the origins of the learning pyramid myths

Cited by 24 publications

References 25 publications

The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers

The Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers

Affirmative citation bias in scientific myth debunking: A three-in-one case study

A novel educational tool helps teach intestinal absorption in physiology

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