Students working in a Bidirectional QR-code SLE receive significantly higher teacher-assigned correctness scores than students in a Traditional SLE¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Experimental Group using the Bidirectional SLE received significantly higher correctness scores (mean 3.74 vs 3.02 for the Control Group). → Pérez-Sanagustín 2015

Evidence¶

Pérez-Sanagustín 2015¶

Pérez-Sanagustín, M., Muñoz-Merino, P. J., Alario-Hoyos, C., Soldani, X., & Delgado Kloos, C. (2015). Lessons Learned from the Design of Situated Learning Environments to Support Collaborative Knowledge Construction. Computers & Education, 87, 70-82. https://doi.org/10.1016/j.compedu.2015.03.019

q2 · i? · causal · r1

Mixed-method experiment comparing 19 Control teams (N=103, Traditional SLE) with 28 Experimental teams (N=150, Bidirectional SLE) over two academic years, teams assigned alphabetically by surname. A mixed ANOVA on teacher rubric scores found the group effect significant, F (1, 45) = 14.209, p=0.000, with means of 3.02 (CG) and 3.74 (EG); the 95% pairwise interval was "[0.334, 1.099]".

"The mixed ANOVA analysis revealed that, in terms of correctness, the type of group has a statistically significant effect, F (1, 45) = 14.209, p=0.000, being the difference in favor of the EG in terms of scores received from teachers."

Discussion¶

Related Claims¶

• Students in the Bidirectional SLE report significantly better impressions of technological adoption, collaboration, and meaningfulness than students in the Traditional SLE — related
• Students in the Bidirectional QR-code SLE receive significantly higher completeness scores than students in the Traditional SLE — related
• The Bidirectional SLE's advantage over the Traditional SLE in correctness and completeness is significant for open questions but not for closed questions — related