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“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 investigation seemed to support a sensitization model in which optimally motivated students, those with higher individual interest for the activity, seemed to benefit more than poorly motivated students from having the opportunity to make choices.” (p.531) “In both of the studies that tested the effects of choice on task performance (Studies 2 and 3), participants who made choices outperformed those who did not make choices about the tasks.” (p.532)
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“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)
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“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)
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“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)
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“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 achieving success and competence within that task (Deci & Ryan, 1985)...To experience an optimal challenge, students should be provided with choices of intermediate difficulty, as determined by each student's abilities and developmental level (Katz & Assessor, 2007).” (p.89) “To help ensure students can fully benefit from the provision of autonomy‐supportive, competence‐enhancing choice, teachers can try to ensure students have a sufficiently restricted set of options and sufficient time to choose among them.” (p.90)
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“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 during class discussions) than does a non-JiTT classroom, as measured by students’ questions and comments to faculty, faculty questions to students, and student interaction during group work.” (p.31-32) “Finally, by requiring students to prepare ahead for class and attend class regularly, JiTT promotes good study habits necessary for students’ success. Students consistently score better on exam questions addressed by either “Warm Up” questions or Cooperative learning exercises (Marrs and Novak 2004).” (p.33)
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“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)
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“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)
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“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)
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“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 for telling...However, a majority of students showed improved performance on various concepts at some point of time in the instructional design.” (p.12)