Pygmalion in media-based learning: Effects of quality expectancies on learning outcomes

Two studies investigated how quality expectations affect studentsʹ outcomes of media-based learning. Experiment 1 (N = 62) demonstrated that students expecting a high-end computer-based training programme learned most, whereas students expecting a programme of ambiguous quality learned least and students having no expectations performed in between. Analogous results were found for programme quality ratings. Experiment 2 (N = 95) explored the effect under the condition of providing an additional learning script to support deep cognitive processing. Establishing again the three quality expectation conditions and providing half of each group with the learning script, the quality expectation effect on studentsʹ achievement was replicated.