“These are the first studies to demonstrate that offering an individual the opportunity to choose aspects of a task may be most beneficial when the individual feels some initial interest for the activity at hand or when the task is such that it can benefit from opportunities to build interest...Thus overall, the results of this […]
“In particular, we find the overchoice effect is driven both by “cognitive overload” (Study 2) and the “anticipation of regret” (Study 3). In turn, we find that simplifying the information presentation and reducing the potential for regret moderate the negative impact of nonalignability.” (p.393) Gourville, J. T., & Soman, D. (2005). Overchoice and assortment type: […]
“Studies 1, 2, and 3 provide compelling empirical evidence that the provision of extensive choices, though initially appealing to choice-makers, may nonetheless undermine choosers’ subsequent satisfaction and motivation...Indeed, participants in the extensive-choice condition reported experiencing the decision-making process as being simultaneously more enjoyable, more difficult, and more frustrating. (p.1003) Iyengar, S. S., & Lepper, R. […]
“The authors examined the effects of choice, topic interest, and situational interest on reading engagement, attitude, and learning. Students in the control group, who were not given choice, wrote higher quality content essays...These findings support the claim that situational interest, rather than choice or optic interest, promotes engagement.” (p.93) Flowerday, T., Schraw, G., & Stevens, […]
“Giving students access to meaningful choice by providing options that are culturally relevant, age‐relevant, and personalized and contextualized to students' lives will promote intrinsic motivation (Rose & Meyer, 2002)...To be intrinsically motivated to engage in a learning task, especially one that requires prolonged effort and focus, a student must feel that they are capable of […]
“Based on reports from trained classroom observers (graduate students in Psychology) as well as peer (faculty) evaluators who were not using JiTT, a JiTT classroom has substantially more student-student interaction (students involved in group work, students discussing “Warm Up” responses as a class), and more student-faculty interaction (students asking questions or making comments to faculty […]
“Analysis of assessment data for student's performance on knowledge-based questions showed JiTT was helpful for student learning and JiTT-based courses had more consistent exam scores compared to non-JiTT-based courses.” (p.1) Madiraju, C., Tellez-Corrales, E., Hua, H., Stec, J., Nauli, A. M., & Brown, D. M. (2020). Analysis of Student Perceptions of Just-In-Time Teaching Pedagogy in […]
“Data show that students are able to reflect on their prior knowledge and construct new knowledge with weekly graded JiTT exercises. Despite increasing and competing pressures outside of the classroom, students reported increased learning and engagement in a course with required weekly assignments.” (p.507) Guertin, L. A., Zappe, S. E., & Kim, H. (2007). Just-in-Time […]
“It can be concluded that Just in Time Teaching can be one solution to increase student learning achievement. Students who learn with the Schoology-based Just in Time Teaching and students who have high motivation can improve learning achievement.” (p.134) Barikhlana, A., Sholikhan, S., Ayu, H. D., & Jufriadi, A. (2019). The Just In Time Teaching: […]
“Our research suggests that lectures focusing on student difficulties, which were used in this case study as part of the JiTT-based instructional approach, resulted in improved performance on the ICT compared to the RQ for some students but they were not sufficient for helping all students in the quantum mechanics course to have a time […]