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Table 2 Descriptive values and inferential statistics for navigation behavior and learning outcomes in learning session 1 and learning session 2

From: Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

 

Learning with self-created prompts (n = 28)

Learning without prompts (n = 29)

t

p (one-tailed)

d

M

SD

M

SD

   

Learning session 1

 Relative frequency of relevant webpages visited

.41

.12

.38

.13

-1.02

.157

0.24

 Relative time spent on relevant webpages*

.62

.13

.49

.16

-3.48

<.001

0.92

 Linearity of navigation steps

.39

.18

.47

.23

1.59

.117

0.39

 Recall

14.61

4.95

12.24

5.70

-1.67

.051

0.44

 Comprehension

16.93

2.58

15.38

3.68

-1.85

.036

0.49

 Transfer

20.27

3.74

21.24

4.54

0.88

.191

0.23

Learning session 2 (stability test)

 Relative frequency of relevant webpages visited

.32

.11

.32

.11

-0.23

.410

0.00

 Relative time spent on relevant webpages

.58

.17

.50

.16

-1.92

.030

0.51

 Linearity of navigation steps

.38

.18

.41

.17

0.76

.226

0.17

 Recall

11.00

3.43

10.28

4.07

-0.73

.236

0.19

 Comprehension

13.00

2.19

11.70

2.06

-1.84

.036

0.49

 Transfer

20.66

5.054

20.88

5.39

0.16

.438

0.04

  1. Note. Students of the experimental group were supported by self-created prompts only in learning session 1; in learning session 2, both groups learned without prompts. The Bonferroni-corrected significance level was 0.0083. The comparisons reached significance are marked with an asterisk (*)