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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
Language: English
Authors: Andreas Lachner (ORCID 0000-0001-5866-7164), Heike Russ (ORCID 0009-0004-0066-7267), Nicolas Hübner (ORCID 0000-0003-3528-8086), Leonie Sibley (ORCID 0000-0003-2482-5528), Katharina Scheiter (ORCID 0000-0002-9397-7544)
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
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  Data: When Does Learning by Non-Interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting
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  Data: <searchLink fieldCode="AR" term="%22Andreas+Lachner%22">Andreas Lachner</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5866-7164">0000-0001-5866-7164</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heike+Russ%22">Heike Russ</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0004-0066-7267">0009-0004-0066-7267</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nicolas+Hübner%22">Nicolas Hübner</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3528-8086">0000-0003-3528-8086</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leonie+Sibley%22">Leonie Sibley</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2482-5528">0000-0003-2482-5528</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katharina+Scheiter%22">Katharina Scheiter</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9397-7544">0000-0002-9397-7544</externalLink>)
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  Data: 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/
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  Data: 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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