Claims

Review reports the Wikiglass learning analytics tool study shows interplay between teacher and student use of the tool

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2022 · not yet checked against its sources · 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.

q2 i? In the Hu, Ng, and Chu study, the analysis illustrates the interplay between the respective use of the Wikiglass teacher-and-student tool by teachers and by students over a semester. → Carolyn Rosé · Sanna Järvelä 2022

Evidence

Carolyn Rosé · Sanna Järvelä 2022

Carolyn Rosé · Sanna Järvelä. (2022). Supporting perspective taking across chasms of thinking: Do real-time analytics hold the key?. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-022-09378-6

q2 · i? · review · r1

The review reports on the Wikiglass framework-motivated empirical study in wiki-supported secondary collaborative learning, combining trace data with interview data; no effect sizes are printed.

"The analysis illustrates the interplay between the respective use of the tool by teachers and by students."

Discussion

Page metadata
Field Value
type claim
id editorial-wikiglass-teacher-student-interplay
title Review reports the Wikiglass learning analytics tool study shows interplay between teacher and student use of the tool
description Review reports the Wikiglass learning analytics tool study shows interplay between teacher and student use of the tool
status review
evidence_strength weak
newest_evidence 2022
generated by process:wiki-ingest on 2026-10-18
trust unverified — no one has confirmed this page's content
sources 1 — carolyn-rosé-sanna-järvelä-2022

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