Abstract
Nearly 400 junior high school and college students participated in 3 experiments that explored the effects of postquestion treatments on learning from slide/tape presentations. It appears that inserted postquestions can increase the learning of question-relevant information without impairing learning efficiency. The effects of grouped postquestions are unclear, but apparently such questions can impair learning efficiency. The learning of information not directly related to the postquestions was not enhanced by inserted or grouped postquestions and the efficiency of that learning was significantly reduced. No evidence of interac tions with individual differences was found.
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Dayton, D.K., Schwier, R.A. Effects of postquestions on learning and learning efficiency from fixed-pace, fixed-sequence media. ECTJ 27, 103–113 (1979). https://doi.org/10.1007/BF02765332
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DOI: https://doi.org/10.1007/BF02765332