More fixations on the learning content after an add-subgoal prompt are associated with higher learning gains, suggesting complying with that prompt may not be effective¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i3 A main effect of fixations on learning content for the add subgoal prompt (F1,3 = 13, p = .03, ηp2 = .29) suggests complying with this prompt might not be effective for learning. → Lallé 2017

Evidence¶

Lallé 2017¶

Lallé, S., Mudrick, N., Conati, C., Taub, M., Azevedo, R. (2017). On the Influence on Learning of Student Compliance with Prompts Fostering Self-Regulated Learning. Proceedings of the 10th International Conference on Educational Data Mining. https://educationaldatamining.org/EDM2017/

q2 · i3 · associational · r1

Regression over inferred-compliance behaviors (window length, fixations, SRL strategies) for the 16 students with valid eye-tracking data. Students "learned more when they fixate more on the current page than when fixating less", though only seven students with valid gaze data received this prompt.

"We found a main effect of fixation on lear ning content for the “add subgoal” prompts (F1,3 = 13, p = .03, ηp2 = .29 )"

Discussion¶

Related Claims¶

• Metacognitive prompts improve learning — the general claim this finding bears on, with the studies behind it
• Higher compliance with MetaTutor's suggest-subgoal prompt is associated with larger proportional learning gains — reports the opposite
• Compliance with MetaTutor's summarize, stay-on-subgoal, move-to-next-subgoal, and open-diagram prompts shows no significant effect on learning gains — related
• No behavioral measure of compliance with MetaTutor's stay-on-page and move-to-next-page prompts relates to learning gains — related
• Higher compliance with MetaTutor's review-notes prompt is associated with larger proportional learning gains — related
• Higher compliance with MetaTutor's revise-summary prompt is associated with larger proportional learning gains — related
• Prompt compliance varied widely across the four metacognitive prompts, with interactive prompts responded to more appropriately — related