Claims

Time spent with bottom-out hints correlates positively with learning, consistent with spontaneous self-explanation

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Shih et al. (2008) found time spent with bottom-out hints correlated positively with learning, interpreted as spontaneous self-explanation of bottom-out hints. → Aleven 2016

Evidence

Aleven 2016

Aleven, V., Roll, I., McLaren, B. M., & Koedinger, K. R. (2016). Help Helps, But Only So Much: Research on Help Seeking with Intelligent Tutoring Systems. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0089-1

q2 · i? · review · r3

The review reports, citing Shih et al. (2008), a data mining finding that time spent with bottom-out hints correlated positively with learning, which the authors interpreted as students "self-explain[ing] bottom-out hints similar to steps in a worked example".

"Shih et al. (2008)s h o w e d that the time spent with bottom-out hints in an intelligent tutor correlates positively with learning."

Discussion

Page metadata
Field Value
type claim
id bottom-out-hint-time-positive-learning-relation
title Time spent with bottom-out hints correlates positively with learning, consistent with spontaneous self-explanation
description Time spent with bottom-out hints correlates positively with learning, consistent with spontaneous self-explanation
status review
evidence_strength weak
newest_evidence 2016
generated by process:wiki-ingest on 2026-10-27
trust unverified — no one has confirmed this page's content
sources 1 — aleven-2016

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