Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study

The aim of this experiment was to examine the effect different instructional strategies on student teachers’ confirmation bias. Confirmation bias refers selectivity in finding and using evidence that fits one’s own beliefs or hypotheses while neglecting is opposite (Nickerson, 1998). Dutch teachers (n = 141) took a pre-test were then randomly assigned three conditions; teaching video (TOV), preparing teach (PTT) re-study (CC). All participants received text-based instruction how it can be mitigated. They also practised with tasks they feedback their answers. Subsequently, TOV PTT conditions prepared lesson about content condition taught video. After learning phase, completed social presence questionnaire. an arousal questionnaire post-test transfer test. results showed reduced similar extent all conditions. Results quality highest for suggesting had gained better understanding than participants. Furthermore, contrast our expectations, reported scores. experienced higher levels compared CC Transfer scores did not differ between We discuss theoretical explanations findings from present study.