Explaining to the Bored Audience Promotes Learning-by-Teaching

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

Abstract

Learning-by-teaching is a generative learning strategy that enhances knowledge understanding through explaining content to others. This study examines how audience feedback and explaining medium influence the learning-by-teaching process and outcomes. A total of 138 college students explained learning materials to a real audience, with the positive/bored feedback in face-to-face/online conditions. Results indicated that positive feedback increased social presence and reduced anxiety but also increased cognitive load. Bored feedback enhanced metacognitive accuracy and involvement, leading to better transfer performance, particularly in face-to-face conditions. Mediation analyses showed that bored feedback reduced cognitive load, generated more ideas, and improved metacognitive calibration, thereby enhancing learning outcomes. These findings underscore the trade-off between emotional experiences and learning outcomes in the learning-by-teaching.

Authors

• Xinyi Yin, Central China Normal University

• Meixia Cheng, Central China Normal University

• Xiaoxue Leng, Central China Normal University

• Fuxing Wang, Central China Normal University