The computer-based implementation showed no significant difference from individual paper-based work with brief written answers¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite more complete onscreen feedback at checkpoints, the computer-based implementation produced no significant differences in understanding of kinetic energy or momentum compared with students working individually through paper tutorials with brief written answers (p = 0.64 and p = 0.40). → Slezak 2011

Evidence¶

Slezak 2011¶

Slezak, C., Koenig, K. M., Endorf, R. J., & Braun, G. A. (2011). Investigating the Effectiveness of the Tutorials in Introductory Physics in Multiple Instructional Settings. https://arxiv.org/abs/1110.0050 doi:10.48550/arxiv.1110.0050

q2 · i? · no effect size: the entry prints only p = 0.64 and p = 0.40 for a non-significant difference · causal · r2

Comparison of the computer-based group (N=29) with the prior study's individual paper-based group (N=76). The authors had hypothesized richer checkpoint feedback would raise scores; equivalence was not tested, only no significant difference found.

"we found no significant differences in student understanding of kinetic energy or momentum (p = 0 .64 and p = 0 .40, respectively)."

Discussion¶

Related Claims¶

• Media comparison studies produce uninterpretable "no significant difference" findings. — the general claim this finding bears on, with the studies behind it
• Detailed written answer keys at checkpoints significantly improved momentum post-test scores over brief answers, but not kinetic energy scores — related
• A computer-based implementation of the tutorial yields the lowest post-test scores, statistically lower on momentum than every other style in the same study and the prior study's ideal implementation — related
• For novel material (impulse-momentum theorem), no statistical difference emerges among group-based styles with verbal TA interaction; the tutorial material itself dominates — related
• Students in computer-based inquiry environments still held misconceptions about force and energy after instruction — related
• For material students have prior knowledge of (work-energy theorem), tutorial effectiveness depends significantly on teaching quality, with the ideal Socratic implementation best — related