Explaining to Whom Boosts Learning Performance? Peer, Imagined Audience, or Teachable Agent: A Three-Level Meta-Analysis

This pre-registration covers a three-level meta-analysis examining the overall efficacy of Learning by Teaching (LBT) on learning performance and its boundary conditions. The study synthesizes empirical studies in which learners actively explain material to an audience (human peers, teachable agents, or imagined audiences), focusing on the teaching enactment phase. Key research questions address (1) the overall effect of LBT, (2) whether efficacy varies by audience type, and (3) which instructional, contextual, and learner characteristics moderate LBT effects.