Collaborative classroom practice in Costa Rica may explain why help-seeking models fail to transfer there¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The authors interpret the Costa Rican divergence as resulting from students' more collaborative software use, making other students the main source of help rather than the system. → Amy Ogan 2015

Evidence¶

Amy Ogan 2015¶

Amy Ogan, Erin Walker, Ryan Baker, Ma. Mercedes T. Rodrigo, Jose Carlo Soriano, Maynor Jimenez Castro. (2015). Towards Understanding How to Assess Help-Seeking Behavior Across Cultures. Int J Artif Intell Educ 25. https://doi.org/10.1007/s40593-014-0034-8

q2 · i? · associational · r2

Authors' interpretation in the Discussion, drawing on field notes and prior studies (Ogan et al. 2012; Walker et al. 2011) in which Costa Rican students collaborated over extended periods, sometimes abandoning their own computers to work together.

"The collaborative behaviors seen in Costa Rican students in previous research may therefore explain the difference in help- seeking behavior seen here, as a more collaborative environment may make other students the main source of help while using educational software."

Discussion¶

Related Claims¶

• Help-seeking skill models built from ITS practice data were not transferable across Costa Rican, Philippine, and US contexts (reported by Ogan et al., 2014) — a broader claim this one bears on
• Help-seeking models transfer above chance across sites but perform poorly on the Costa Rican data — related
• Tutoring systems appear to be culturally dependent, per insights the paper attributes to Ogan and Johnson — related
• Computer sharing accounts for over 60% of Cognitive Tutor use in developing areas, and multi-input shared-device designs reduce cost-per-student — related
• Students at all three international sites showed significant pre-test to post-test learning gains with the Scatterplot Tutor — related
• Pre-test knowledge differed significantly across the three countries, producing a country by test time interaction — related
• Each site's help-seeking model predicted learning in its own data, with widely differing fit (Costa Rica r=0.462, U.S. r=0.350, Philippines r=0.126) — related