The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis
Has this study been replicated?
The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2025.
Replications
- The influence of pre-reading purpose and extra-textual networks with summary writing on multiple document concept network integration: a replication of Wei et al. (2024), Wei et al. (2025). Educational technology research and development. Outcome recorded: successful.
Results from the two studies agree with the previous research that the quantity and structural quality of integration can be improved by external cues and by delayed repeated writing.
Outcome read from the abstract. View paper
Cite this record
Wei, Z., Zhang, Y., Clariana, R. B., & Chen, X. (2023). The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis. Educational Technology Research and Development, 72(2), 661–685. https://doi.org/10.1007/s11423-023-10326-w
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