The field moved toward step-based problem solving and increased support for collaboration, while focusing on domain-level knowledge¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interaction-style coding shows increasing focus on step-based systems, and collaborative-structure coding shows 2014 papers include many supported-collaboration examples compared with 1994 and 2004. → Ido Roll & Ruth Wylie 2016 q2 i? Despite shifts in education, the vast majority of analysed papers target domain-level learning as their measured goal; motivation was mostly measured by satisfaction surveys. → Ido Roll & Ruth Wylie 2016 (2)

Evidence¶

Ido Roll & Ruth Wylie 2016¶

Ido Roll & Ruth Wylie. (2016). Evolution and Revolution in Artificial Intelligence in Education. International Journal of Artificial Intelligence in Education, 26, 582-599. https://doi.org/10.1007/s40593-016-0110-3

q2 · i? · review · r2

Interaction-style and collaborative-structure coding of the 47 papers (Tables 5 and 6): 60% of 2014 empirical papers were step-based, and 2014 included 50% synchronous n-learners:n-computers empirical papers, which the authors call very welcomed.

"As can be seen, we have been moving towards increasing the focus on step-based systems. This is natural, given the success in this type of work."

Ido Roll & Ruth Wylie 2016 (2)¶

Ido Roll & Ruth Wylie. (2016). Evolution and Revolution in Artificial Intelligence in Education. International Journal of Artificial Intelligence in Education, 26, 582-599. https://doi.org/10.1007/s40593-016-0110-3

q2 · i? · review · r2

Learning-goal coding (Table 7) of the analysed papers: 90% of 2014 empirical papers targeted domain-level knowledge; the authors note supporting collaboration without measuring it did not qualify as a collaborative learning goal.

"As shown in Table 7, the vast majority of the papers focus on domain-level learning. Most empirical papers that measured motivation in 2014 (n = 3) did so using surveys to measure satisfaction."

Discussion¶

Related Claims¶

• Empirical ILE papers show a strong increase in breadth of content and time of use — related
• The proportion of empirical papers in IJAIED rose sharply between 1994 and 2014 — related
• Scaffolding research and frameworks have shifted from motivational-plus-cognitive support toward mostly cognitive support — related
• Design features of the CSCL environment — procedural-only educational inscriptions on the website and the storyline of the 3D model — pulled interactions toward procedural problem solving — related