Resumo

MELO, Mário  e  MIRANDA, Guilhermina Lobato. The effects of the 4C/ID Model in the acquisition and transfer of learning: a meta-analysis. RISTI [online]. 2016, n.18, pp.114-130. ISSN 1646-9895.  https://doi.org/10.17013/risti.18.114-130.

This article presents the result of a meta-analysis that investigated the effect of the instructional model 4C/ID (four components instructional design) in learning, particularly on the students’ achievement and transfer. This model has been applied mostly in educational environments and online learning. We selected eight studies, from the 61 found in different databases, upon which we applied the statistical methods for this kind of systematic literature review. The results showed that, on average, the 4C/ID model produces moderate effects in the experimental groups (d = + 0,56) in terms of the achievement (“reproduction” + “transfer”). These variables were also analyzed in an independent way and the results showed high effects in both variables (d = + 0,70 for the achievement and d = + 0,65 for the transfer of learning). We also presented an analysis of the impact of each study on the meta-analysis results and some methodological characteristics of this process of literature review. We found a deficit in the number of published studies about the efficiency of 4C/ID model (that combines data from achievement and mental effort) in educational context and we also observed that the existing studies focus more on the achievement and less in measures of the mental effort.

Palavras-chave : 4C/ID model; Meta-analysis; Cognitive Load Theory; Complex learning; Transfer of learning.

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