Pedagogical Effects and Phenomena

A documented empirical effect or phenomenon observed in educational or cognitive-load research, rather than a prescriptive model for designing instruction: named cognitive-load effects from multimedia and instructional-design research (the modality effect, the split-attention effect, the seductive details effect, the worked example effect, the expertise reversal effect), notable studies and their reported findings (Bloom's two sigma problem, also called the two sigma problem, and John Hattie's Visible Learning meta-study), and named effects describing an unintended consequence of teaching or testing practice (the Dr. Fox effect, grade inflation, the washback effect of testing on teaching, and knowledge of results as a feedback phenomenon). This group gathers what research has found actually happens, as distinct from what a model prescribes should happen.