Figure 2.

Learning gains resulting from a 2 × 2 × 2 repeated-measures experimental study in which students were randomly assigned to complete an experiential learning activity (STRAIN activity or control activity) and view an online lecture (STRAIN-specific lecture or general stress lecture). Completing the STRAIN and viewing the STRAIN-specific lecture resulted in statistically significant learning gains. Students who viewed the STRAIN-specific lecture and completed the control task and students who completed the STRAIN and viewed a general stress lecture also exhibited significant improvements in learning, suggesting that pairing the STRAIN with a traditional lecture on stress is sufficient for promoting learning. In contrast, simply viewing an online general stress lecture did not impact learning. Error bars represent standard errors (n = 144)