Students can generate teaching materials for others. However, solid evidence of the learning effect for the student creating the material is needed. This meta-analysis aims to explore current evidence of the learning-by-teaching potential effect on students’ learning of the content they teach. A total of 23 articles were included in the meta-analysis, providing 62 comparisons between an intervention in which students were required to create a teaching material and an alternative condition. Possible moderators were examined as well (i.e., product, educational level, content area, and access to source material). Results show statistically significant differences in favour of creating teaching materials when compared to business-as-usual or alternative interventions, with an overall effect of 0.17. However, the type of product and the access to source material significantly moderate the findings. Audio-visual and visual materials considerably outperform textual materials. Having no access to the source material is better than having full access to it. No publication bias was detected. However, the type of control group moderates the findings: creating teaching materials shows a significant effect when compared to nonbeneficial interventions rather than to other expected beneficial interventions. Nonbeneficial interventions refer to business-as-usual or alternative interventions that are not expected to influence the outcome much, while beneficial interventions are those that are known or expected to have a positive effect. The findings are discussed based on the different views on the underlying learning-by-teaching mechanisms. Limitations as well as implications for practice, policy, and future research are underlined.

学生可以为他人制作教材。但是，需要确凿的证据证明学生创建材料的学习效果。这项荟萃分析旨在探索当前的证据，即“边教边学习”对学生学习所教内容的潜在影响。荟萃分析共纳入 23 篇文章，对要求学生创建教材的干预措施和替代条件进行了 62 项比较。还检查了可能的主持人（即产品、教育水平、内容领域和对源材料的访问）。结果显示，与一切照旧或替代干预措施相比，有利于创建教材的统计显着差异，总体影响为 0.17。然而，产品类型和获取源材料的途径显着影响了调查结果。视听和视觉材料大大优于文本材料。无法访问源材料比完全访问它要好。未检测到发表偏倚。然而，对照组的类型缓和了调查结果：与非有益干预相比，创建教材显示出显着效果，而不是其他预期的有益干预。非有益干预是指一切照旧或替代干预，预计不会对结果产生太大影响，而有益干预是指已知或预期会产生积极影响的干预。研究结果是基于对潜在的“边学边教”机制的不同观点进行讨论的。