Positive Feedback for APT engagement does not positively impact learning in collaborative discussions¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no significant main effect of Feedback on learning gains, with a trend toward a negative effect. → Adamson 2014

Evidence¶

Adamson 2014¶

Adamson, D., Dyke, G., Jang, H., & Rosé, C. P. (2014). Towards an Agile Approach to Adapting Dynamic Collaboration Support to Student Needs. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-013-0012-6

q3 · i? · causal · r?

In the same 2×2 factorial study, the APT Feedback behavior (positive reinforcement when students engaged in APT behavior with one another) showed no significant main effect on learning. The article reports "no significant main effect of Feedback" and "a trend for it to have a negative effect."

"There was no significant main effect of Feedback although there was a trend for it to have a negative effect."

Discussion¶

Related Claims¶

• Revoicing support from an APT conversational agent significantly increases learning gains in 9th grade biology collaborative discussions — reports the opposite
• The effectiveness of specific APT facilitation strategies is context-specific, depending on material difficulty and learner skill level — a broader claim this one bears on
• Feedback type shifts engagement by question type: educator feedback yields more MCQ submissions while AI feedback trends toward more open-ended revisions, with no overall difference — related
• In the Academically Productive Talk system, review material and higher student skill level normally yielded better learning results — a broader claim this one bears on
• Immediate post-feedback improvement is near zero on average and does not differ significantly across feedback conditions — related