When Does Learning by Non-Interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting
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| Title: | When Does Learning by Non-Interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting |
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| Language: | English |
| Authors: | Andreas Lachner (ORCID |
| Source: | Educational Psychology Review. 2025 37(3). |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Learning Processes, Student Characteristics, Teaching Methods, Learning Activities, Learning Motivation, Personality, Demography, Prerequisites, Meta Analysis, Student Interests, Aptitude Treatment Interaction |
| DOI: | 10.1007/s10648-025-10060-0 |
| ISSN: | 1040-726X 1573-336X |
| Abstract: | Non-interactive teaching, in which students explain previously learned content to a non-present peer, is a generative learning activity that has gained increasing attention in recent years. While meta-analyses indicate small-to-moderate benefits, findings have been inconsistent, suggesting that its effectiveness depends on contextual factors. Drawing on the aptitude-treatment interaction framework, this study examines how learner characteristics--specifically (meta-)cognitive, motivational, personality, and demographic prerequisites--moderate the effects of non-interactive teaching on immediate and lasting learning outcomes. By adopting a one-stage individual participant meta-analytic approach, we synthesized data from three analogous classroom experiments (N = 1074) in secondary physics education. Results showed that non-interactive teaching resulted in higher immediate scientific knowledge and stronger under-confidence compared to restudy but did not enhance long-term retention. However, the effectiveness of non-interactive teaching varied by learner characteristics: Immediate monitoring accuracy depended on language proficiency. Long-term retention was moderated by students' interest in physics, as low- and medium-interest students, but not high-interest students, demonstrated superior performance 8 weeks after the intervention. This effect was explained by increased mental effort allocation. These findings highlight the importance of demographic and motivational prerequisites in shaping the effectiveness of non-interactive teaching and contribute to refining aptitude-treatment interaction models in instructional research. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/vfncg/?view_only=398968b874414f0b9d1cd6b7c4466b76 |
| Entry Date: | 2025 |
| Accession Number: | EJ1482389 |
| Database: | ERIC |
| Abstract: | Non-interactive teaching, in which students explain previously learned content to a non-present peer, is a generative learning activity that has gained increasing attention in recent years. While meta-analyses indicate small-to-moderate benefits, findings have been inconsistent, suggesting that its effectiveness depends on contextual factors. Drawing on the aptitude-treatment interaction framework, this study examines how learner characteristics--specifically (meta-)cognitive, motivational, personality, and demographic prerequisites--moderate the effects of non-interactive teaching on immediate and lasting learning outcomes. By adopting a one-stage individual participant meta-analytic approach, we synthesized data from three analogous classroom experiments (N = 1074) in secondary physics education. Results showed that non-interactive teaching resulted in higher immediate scientific knowledge and stronger under-confidence compared to restudy but did not enhance long-term retention. However, the effectiveness of non-interactive teaching varied by learner characteristics: Immediate monitoring accuracy depended on language proficiency. Long-term retention was moderated by students' interest in physics, as low- and medium-interest students, but not high-interest students, demonstrated superior performance 8 weeks after the intervention. This effect was explained by increased mental effort allocation. These findings highlight the importance of demographic and motivational prerequisites in shaping the effectiveness of non-interactive teaching and contribute to refining aptitude-treatment interaction models in instructional research. |
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| ISSN: | 1040-726X 1573-336X |
| DOI: | 10.1007/s10648-025-10060-0 |
