Cluster analysis of coherence metrics on 98 students revealed five distinct behavior profiles, with engaged and efficient students showing the highest reading scores and significantly higher science gains than all other clusters.¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Clustering students on six coherence measures identified five distinct behavior profiles among 98 students. → Gautam Biswas 2016 q2 i? Engaged and efficient (Cluster 5) students had higher reading scores and significantly higher science gains than all other clusters. → Gautam Biswas 2016

Evidence¶

Gautam Biswas 2016¶

Gautam Biswas, James R. Segedy, Kritya Bunchongchit. (2016). From Design to Implementation to Practice: a Learning by Teaching System: Betty's Brain. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0057-9

q2 · i? · associational · r1

In the classroom study applying coherence analysis (Segedy et al. 2015, described in this paper), clustering the 98 students' six CA measures revealed five profiles; "engaged and efficient" students significantly outperformed all other clusters on science gains. No effect sizes are printed.

"Cluster 5 students, who were characterized as engaged and efficient, had higher reading scores on skill tests and exhibited significantly higher science gains when compared to all other clusters."

Discussion¶

Related Claims¶

• Confused guessers had significantly lower pre- and post-test skill scores than most other clusters, but their science learning gains were not significantly different from those of Clusters 1, 2, and 4.
• More successful Betty's Brain students showed significantly higher science learning gains, more accurate causal map edits, and more contextually focused, less random activities.
• Hierarchical clustering of CDM attainment probabilities identifies five learner groups with distinct patterns of professional standards attainment — related
• High Overall Engagement and Metacognitive-but-not-Constructive profiles show the highest immediate and delayed knowledge, with metacognitive engagement marking the key difference from lower performers — related
• Engagement predicted concept-map final performance, which in turn predicted learning gains in the ITS — related