A Three-Level Meta-Analysis on the Effect of Learner-Generated Summarizing on Engagement and Learning Outcomes

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Instructional Design, Feedback, and Learning Strategies

Abstract

Existing meta-analyses reported substantially varied effect sizes of learner-generated summarizing. In addition, this effect on engagement is missing from the literature. To clarify the mixed findings and fill the existing gaps, a meta-analysis that focused on learner-generated summarizing was conducted. Twenty engagement effect sizes, 159 retention effect sizes, and 28 transfer effect sizes from 83 publications were obtained from the literature search and screening. The results revealed that learner-generated summarizing not only enhanced engagement (g = .14) but also improved retention (g = .33) and transfer (g = .26). Moderation analysis indicated that the effect on retention and transfer was moderated by learner characteristics (e.g., special education status), intervention characteristics (e.g., intervention length), and methodological characteristics (e.g., research design).

Author

• Lijia Lin, University of Macau