Ariel, Robert; Karpicke, Jeffrey D.; Witherby, Amber E.; Tauber, Sarah K. (2021). Educational Psychology Review, v33 n2 p693-712. Retrieved from: https://eric.ed.gov/?id=EJ1295971
Reviewed: January 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Researcher-developed reading comprehension test |
Judgements of learning - Ariel et al. (2021) vs. Business as usual |
0 Days |
Full sample: Aggregate and term-specific Judgments of Learning;
|
49.29 |
47.34 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Researcher-developed reading comprehension test |
Judgements of learning - Ariel et al. (2021) vs. Business as usual |
0 Days |
Experiment 4: Term-specific Judgments of Learning;
|
47.41 |
41.00 |
No |
-- | ||
|
Researcher-developed reading comprehension test |
Judgements of learning - Ariel et al. (2021) vs. Business as usual |
0 Days |
Experiment 2a: Term-specific Judgments of Learning;
|
49.29 |
44.44 |
No |
-- | ||
|
Researcher-developed reading comprehension test |
Judgements of learning - Ariel et al. (2021) vs. Business as usual |
0 Days |
Experiment 1: Aggregate Judgments of Learning;
|
48.27 |
45.87 |
No |
-- | ||
|
Researcher-developed reading comprehension test |
Judgements of learning - Ariel et al. (2021) vs. Business as usual |
0 Days |
Experiment 3: Term-specific Judgments of Learning;
|
40.31 |
42.37 |
No |
-- | ||
|
Researcher-developed reading comprehension test |
Judgements of learning - Ariel et al. (2021) vs. Business as usual |
0 Days |
Experiment 2b: Term-specific Judgments of Learning;
|
63.13 |
65.36 |
No |
-- | ||
Characteristics of study sample as reported by study author.
The study took place using an online task accessed through Amazon Mechanical Turk (mturk.com).
A total of 514 participants in the United States were recruited online on the Amazon Mechanical Turk website to participate in the study. Participants were paid a small amount (about $1.00 to $1.50) to complete the task required for the study. All participants were high school graduates and 45 percent were female. The authors do not provide further information on the study participants.
Judgements of Learning (JOLs) ask learners to rate their confidence in their ability to later recall or answer questions about recently studied material. In this study, participants read an educational text and were instructed to make aggregate or term-specific JOLs immediately after reading the text. Aggregate JOLs involved asking participants to rate their confidence in understanding the text as a whole, while term-specific JOLs involved asking participants how confident they were in their understanding by prompting about specific content in the passage. For example, considering an educational passage about how minerals are made, an aggregate JOL might be “How confident are you that you understand the information in the passage?”, while a term-specific JOL might be “How confident are you that you understand how minerals are made?” Each task lasted 10 to 15 minutes.
Participants in the comparison group read the educational text but did not receive a JOL prompt after reading the text.
The intervention was implemented by researchers online and hosted as a Human Intelligence Task on Amazon Mechanical Turk. A Human Intelligence task is one where individuals are paid a small amount of money to complete a discrete task. In this case, the task was to read the educational passage and respond to a short quiz about the content. The study does not describe any additional support for implementation.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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