ERIC Number: EJ1372112
Record Type: Journal
Publication Date: 2023-Jun
Pages: 33
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-726X
EISSN: EISSN-1573-336X
Text Generation Benefits Learning: A Meta-Analytic Review
Educational Psychology Review, v35 n2 Article 44 Jun 2023
Learning can be made more efficient when learners generate the to-be-learned text contents instead of passively receiving them. A multi-level meta-analysis was conducted to provide an overall estimate of the text generation effect's magnitude and to identify theoretically and practically relevant moderators. Overall, generation interventions improved learning with texts compared to reading them (Hedges' "g" = 0.41). This benefit was not attributable to time-on-task and was found across several learning conditions and settings (e.g., narratives and expository texts, multiple generation, and learning assessment tasks). The meta-analysis further suggests that generation benefits learning most strongly if the cognitive processes stimulated by the generation task complement those processes already stimulated by the text. In sum, the findings suggest that text generation can be suitable for educational applications especially if certain conditions are observed.
Descriptors: Learning Processes, Reader Text Relationship, Reading Processes, Text Structure, Narration, Meta Analysis, Literary Genres, Reading Comprehension
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A