The effectiveness of specific APT facilitation strategies is context-specific, depending on material difficulty and learner skill level¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The positive effect of APT facilitation behaviors is context specific across studies differing in domain, grade level, and facilitation strategy. → 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

q2 · i? · causal · r2

Across a series of studies spanning biology, chemistry, and engineering design at high school and undergraduate levels, the article states that "the positive effect of APT facilitation behaviors is context specific." The abstract attributes this to material difficulty and learner skill level.

"what we will see in these studies is that the positive effect of APT facilitation behaviors is context specific"

Discussion¶

Related Claims¶

• Positive Feedback for APT engagement does not positively impact learning in collaborative discussions — a narrower finding that bears on this claim
• In the Academically Productive Talk system, review material and higher student skill level normally yielded better learning results — related