Maximizing the Impact of Online Learning Support: A Field Experimental Investigation of Presentation Timing and Information Explicitness

Abstract

The effectiveness of online learning heavily depends on how learning support is provided. Building on active learning theory, we examine two critical factors of learning support design: presentation timing (BEFORE versus AFTER initial solution formation) and information explicitness (HIGH versus LOW). Through a field experiment involving 937 students using an online English learning system in Chinese middle schools, we investigate how these factors affect learning performance. Our analysis reveals distinct patterns: when support is presented before initial solution formation, less explicit information enhances learning performance by facilitating students to generate solutions. When support is presented after initial solution formation, learners with strong prior knowledge benefit more from highly explicit information, which facilitates reflection on their solutions. Using cursor movement patterns as a measure of learning effort, we further demonstrate that among learners with weak prior knowledge, high-effort learners benefit more from less explicit information presented before solution formation, whereas low-effort learners perform better with more explicit information. Survey responses and behavioral logs provide additional evidence regarding the underlying mechanisms. Our research offers insights for learning platforms to optimize learning support design by considering the interplay between presentation timing, information explicitness, and learner types.