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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.
Authors: Lachner, Andreas (AUTHOR), Russ, Heike (AUTHOR), Hübner, Nicolas (AUTHOR), Sibley, Leonie (AUTHOR), Scheiter, Katharina (AUTHOR)
Source: Educational Psychology Review. Sep2025, Vol. 37 Issue 3, p1-35. 35p.
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. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Sep2025, Vol. 37 Issue 3, p1-35. 35p.
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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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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