Students who collaborated (in collaborative and combined conditions) reported higher situational interest in the fractions activity¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q3 i? Students in the collaborative and combined conditions reported higher situational interest in the activity than individual-condition students. → Olsen 2019
Evidence¶
Olsen 2019¶
Olsen, J. K., Rummel, N., & Aleven, V. (2019). It is not either or: An initial investigation into combining collaborative and individual learning using an ITS. International Journal of Computer-Supported Collaborative Learning, 14, 353-381. https://doi.org/10.1007/s11412-019-09307-0
q3 · i? · causal · r?
Self-report situational-interest measure from the three-condition fractions ITS study: "Students who collaborated (collaborative and combined conditions) also reported having higher situational interest in the activity." No effect size is printed.
"Students who collaborated (collaborative and combined conditions) also reported having higher situational interest in the activity."
Discussion¶
Related Claims¶
- In an out-of-school lab for social sciences, the authenticity level of the learning activity (Productive Failure vs. Direct Instruction) did not affect students' perceived authenticity or situational interest — related
- Situational knowledge is fostered by collaboration, tool format, and tool-use, with arithmetical format outperforming textual — related
- 4th and 5th grade students learning fractions with an ITS show significant learning gains in individual, collaborative, and combined conditions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
collaborating-students-higher-situational-interest |
title |
Students who collaborated (in collaborative and combined conditions) reported higher situational interest in the fractions activity |
description |
Students who collaborated (in collaborative and combined conditions) reported higher situational interest in the fractions activity |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — olsen-2019 |
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