Students in the combined condition tended to make fewer errors and request fewer hints over time than students in individual-only or collaborative-only conditions¶
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? Analyzing hints and errors over time from process data, students in the combined condition tended to make fewer errors both when working collaboratively and individually, and asked for fewer hints than students in the other conditions. → 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?
Process-data analysis of hints and errors over time in the fractions ITS study; the authors report students in the combined condition "tended to make fewer errors both when working collaboratively and individually." The reported direction is hedged as tended to; no effect size is printed.
"By analyzing the hints and errors of students over time from process data, we found that students in the combined condition tended to make fewer errors both when working collaboratively and individually, and asked for fewer hints than the students in the other conditions."
Discussion¶
Related Claims¶
- The combined condition had higher learning gains than individual-only and collaborative-only conditions, but only among 4th grade students — related
- Mindful-condition students completed fewer problem-solving steps and requested fewer hints per step than Cognitive-condition students — related
- Error rates per completed problem-solving step did not significantly differ between conditions — reports the opposite
- Collaboration facilitates learning only under specific knowledge and experience conditions; with advanced learners it can be detrimental via the expertise reversal effect — a broader claim this one bears on
- 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 |
combined-condition-fewer-errors-and-hints |
title |
Students in the combined condition tended to make fewer errors and request fewer hints over time than students in individual-only or collaborative-only conditions |
description |
Students in the combined condition tended to make fewer errors and request fewer hints over time than students in individual-only or collaborative-only conditions |
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 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.