Knowledge transfer in the context of refutation texts

Kim, Jasmine; Kendeou, Panayiota

doi:10.1016/j.cedpsych.2021.102002

Cited by 8 publications

(5 citation statements)

References 49 publications

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“…Recall that the KReC framework suggests that reading information can activate the learner’s prior knowledge and learning occurs when the new information is activated more readily than the previous incorrect information (Kendeou et al, 2014; 2019; Kim & Kendeou, 2021). If we extrapolate the task of reading text to the case of hearing text while watching a video, our results show that knowledge revision did occur, however the RT structured narration offered no learning advantage compared to expository narration.…”

Section: Discussionmentioning

confidence: 99%

“…Based on the fundamental assumptions that information held in the long-term memory can never be erased and that reading can activate this information (Kendeou et al, 2014; 2019; Will et al, 2019), KReC suggests that for learning to occur, the inaccurate prior knowledge must be activated at the same time as the correct conception, the correct conception must replace the incorrect information in the learners’ existing knowledge, and this newly formed, correct understanding be activated in the future rather than the pre-existing, incorrect understanding (Kendeou et al, 2014; 2019; Kim & Kendeou, 2021). Kim and Kendeou (2021) suggest that, “During reading of refutation texts, this is accomplished by providing readers with causal explanations of the correct idea. This causal information, in conjunction with the correct idea, draws activation to itself and away from the previously acquired incorrect knowledge.” (p. 2).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This causal information, in conjunction with the correct idea, draws activation to itself and away from the previously acquired incorrect knowledge.” (p. 2). Importantly, while the KReC framework is cognition-oriented, it can accommodate how attitudes, emotions, perceptions, and other affective factors may influence the learning process (Schroeder & Kucera, 2022; Kim & Kendeou, 2021; Trevors et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…(p. 2). Importantly, while the KReC framework is cognition-oriented, it can accommodate how attitudes, emotions, perceptions, and other affective factors may influence the learning process (Schroeder & Kucera, 2022;Kim & Kendeou, 2021;Trevors et al, 2017).…”

Section: Exploring the Design Of Virtual Humans To Facilitate Learnin...mentioning

confidence: 99%

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Trusting and Learning From Virtual Humans that Correct Common Misconceptions

Schroeder

Chiou

Siegle

et al. 2023

Journal of Educational Computing Research

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Virtual humans are on-screen characters that are often embedded in learning technologies to deliver educational content. Little research has investigated how virtual humans can be used to correct common misconceptions. In this study, we explored how different types of narrative structures, refutation text and expository text, influence perceptions of trust, credibility, and learning outcomes. In addition, we conducted exploratory analyses examining how different measures of trust and credibility are related to each other and how these measures may mediate learning outcomes. Results showed that the type of narrative used did not influence any measure. However, the trust and credibility measures, while related to one another, were measurably distinct. In addition, only perceptions of message trust were significantly related to learning. Perceptions of message trust did not mediate learning outcomes, but were significantly predictive of learning at nearly the same effect as prior knowledge.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Exploring the Design Of Virtual Humans To Facilitate Learnin...mentioning

confidence: 99%

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Trusting and Learning From Virtual Humans that Correct Common Misconceptions

Schroeder

Chiou

Siegle

et al. 2023

Journal of Educational Computing Research

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“…Secondly, the study lacks an active control group. Although, it has been suggested that the effect of refutation text intervention on the conception of education policy is more significant than the other change-promoting instruction, such as explanation-only texts [ 49 , 50 ]. Nevertheless, we do not know the intervention programme’s effect compared with an active control group.…”

Section: Discussionmentioning

confidence: 99%

A Supplementary Approach for Effective Anti-Doping Education: A Pilot Study Applying Refutation Texts to Modify Misperception of the Whereabouts System

Deng

Guo

Wang

et al. 2022

IJERPH

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Background: Over the past twenty years, a multifaceted anti-doping system was established to detect, deter, and prevent doping among athletes. However, perception of the whereabouts system has been a controversial issue. This pilot study aimed to evaluate the effects of refutation text intervention on the perception of the whereabouts system. Methods: In two studies, we tested whether (1) detailed refutation texts are perceived as more effective than simply refuting with a true or false claim among 132 athletes (47.73% female, mean age = 20.99 ± 2.11), and if (2) refutation text intervention can alter the perception of the whereabouts system among 177 athletes (53.11% female, mean age = 21.17 ± 2.27). Descriptive statistics were calculated, followed by a one-sample T-test, independent T-test, chi-square test, and a repeated-measures analysis of variance. Results: The results demonstrate that five true/false statements were developed as refutation texts, and the mean accuracy of the true/false test is less than the probability of guess (p < 0.05, d = −0.18). In addition, detailed refutation texts evoked significantly greater perceived effectiveness than the simple refutation texts (p < 0.01, d = 0.66). Furthermore, the refutation text intervention enhanced the positive perception of the whereabouts system (p < 0.01, η2 = 0.15). Conclusions: Our findings support the efficacy of refutation texts to improve the misperception of anti-doping regimes among athletes and have implications for future education prevention initiatives.

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A Theory of Knowledge Revision: The Development of the KReC Framework

Kendeou

2024

Educ Psychol Rev

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Knowledge transfer in the context of refutation texts

Cited by 8 publications

References 49 publications

Trusting and Learning From Virtual Humans that Correct Common Misconceptions

Trusting and Learning From Virtual Humans that Correct Common Misconceptions

A Supplementary Approach for Effective Anti-Doping Education: A Pilot Study Applying Refutation Texts to Modify Misperception of the Whereabouts System

A Theory of Knowledge Revision: The Development of the KReC Framework

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