Effects and Prerequisites of Self-Generation in Inquiry-Based Learning

• Main Authors: Irina Streich, Jürgen Mayer
• Format: Article
• Language: English
• Published: MDPI AG 2020-10-01
• Series: Education Sciences
• Subjects: inquiry-based learning; generation effect; self-generation; retention; self-generation success; cognitive load
• Online Access: https://www.mdpi.com/2227-7102/10/10/277

The goal of this study is to investigate the effect of self-generation in inquiry-based learning and to identify the role of feedback. While open-ended inquiry-based learning with a high degree of self-generation requirements has long been considered optimal for facilitating effective learning, its long-run effects have been critically challenged. This study employed a 3 (learning condition) × 2 (retention interval) mixed factorial design (<i>N</i> = 98). An inquiry activity involving the self-generation of content knowledge with or without subsequent feedback was compared to an inquiry task in which students simply read hypotheses and data interpretations. Self-generation without feedback was subject to rereading and self-generation with feedback. However, no differences were found under the two latter conditions. An additional analysis of individual learners’ abilities revealed that different abilities (e.g., cognitive load, self-generation success) served as predictors of performance in the disparate treatments.