Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Andreas Lachner; Vincent Hoogerheide; Tamara van Gog; Alexander Renkl · 2021 · Educational Psychology Review
WASTE classifies this as Replication Failure · AI classification, approximate
A previously reported effect did not replicate here — verify it holds before you build on it.
Abstract
Abstract Teaching the contents of study materials by providing explanations to fellow students can be a beneficial instructional activity. A learning-by-teaching effect can also occur when students provide explanations to a real, remote, or even fictitious audience that cannot be interacted with. It is unclear, however, which underlying mechanisms drive learning by non-interactive teaching effects and why several recent studies did not replicate this effect. This literature review aims to shed light on when and why learning by non-interactive teaching works. First, we review the empirical lite
Abstract by Andreas Lachner; Vincent Hoogerheide; Tamara van Gog; Alexander Renkl, Educational Psychology Review (2021) — licensed CC BY 4.0.
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WASTE indexes this work — it does not host or republish it. Failure-type classification is automated and approximate.
Metadata source: OpenAlex · DOI 10.1007/s10648-021-09643-4