Engagement predicted concept-map final performance, which in turn predicted learning gains in the ITS¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 More engagement in Betty's Brain was associated with a better final performance score (β = .26), which yielded higher learning gains (β = .18); learning gains were significant, t(139) = 6.29. → Chevalère 2023

Evidence¶

Chevalère 2023¶

Chevalère, J., Yun, H. S., Henke, A., Pinkwart, N., Hafner, V., & Lazarides, R. (2023). A sequence of learning processes in an intelligent tutoring system from topic-related appraisals to learning gains. Learning and Instruction, 87, 101799. https://doi.org/10.1016/j.learninstruc.2023.101799

q3 · i2 · associational · r2

Average path model (N = 140): engagement predicted final concept-map performance, β = .26, which predicted learning gains (residualized posttest net of pretest); a paired t test showed "learning gains were significant, t(139) = 6.29, p < .001".

"more engagement in Betty’s Brain was associated with a significantly better final performance score on the concept map, β = .26, SE = .08, t = 3.43, p = .001 [.11; .40], which in turn yielded higher learning gains, β = .18, SE = .06, t = 3.17, p = .002 [.070; .29]"

Discussion¶

Related Claims¶

• More successful Betty's Brain students showed significantly higher science learning gains, more accurate causal map edits, and more contextually focused, less random activities. — related
• Cluster analysis of coherence metrics on 98 students revealed five distinct behavior profiles, with engaged and efficient students showing the highest reading scores and significantly higher science gains than all other clusters. — related
• Topic-related interest, but not importance, utility, or self-efficacy, predicted task-related enjoyment while secondary students learned with an ITS — related