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Related Experiment Video

Updated: May 11, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Appearances can be deceiving: instructor fluency increases perceptions of learning without increasing actual

Shana K Carpenter1, Miko M Wilford, Nate Kornell

  • 1Department of Psychology, Iowa State University, W112 Lagomarcino Hall, Ames, IA, 50011, USA, shacarp@iastate.edu.

Psychonomic Bulletin & Review
|May 7, 2013
PubMed
Summary
This summary is machine-generated.

Lecture fluency impacts perceived learning and instructor effectiveness, but not actual knowledge acquisition. Students overestimate learning from fluent lectures, highlighting a disconnect between perception and reality in educational settings.

Related Experiment Videos

Last Updated: May 11, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Communication Studies

Background:

  • Instructor delivery style significantly influences student perception.
  • Metacognitive awareness and regulation are key components of effective learning.
  • The impact of non-verbal and verbal fluency on learning outcomes requires further investigation.

Purpose of the Study:

  • To investigate the effect of lecture fluency on students' metacognitive awareness and regulation.
  • To determine if lecture fluency influences perceived learning versus actual learning.
  • To assess the relationship between lecture fluency and traditional instructor evaluations.

Main Methods:

  • Participants viewed one of two videos of a scientific concept explanation: one fluent, one disfluent.
  • Experiment 1: Assessed participants' prediction of recall after video exposure.
  • Experiment 2: Measured study time after exposure to a text-based script of the video.

Main Results:

  • Students perceived significantly higher learning from the fluent instructor compared to the disfluent instructor.
  • Instructor ratings for preparedness and effectiveness were significantly higher for the fluent instructor.
  • Lecture fluency did not significantly impact the actual amount of information learned by students.

Conclusions:

  • Student perceptions of learning and instructor effectiveness are influenced by lecture fluency.
  • Lecture fluency does not correlate with actual learning outcomes or knowledge acquisition.
  • Educational strategies should focus on objective learning measures rather than solely on delivery style.