Example-based instructional activities yield larger effects when delivered jointly by ICT and teachers than by teachers alone¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2026 · 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.
q3 i? For the 'provide examples' activity, joint ICT+Teacher delivery was associated with larger effects than teacher-only delivery (b = 0.700, p = .0322). → López 2026
Evidence¶
López 2026¶
López, P., Fidalgo, R., Álvarez-Moreno, C., Díaz-Tejedor, R., van den Bergh, H., & Rijlaarsdam, G. (2026). Compositional Analysis of Writing Instructional Practices Performed with Digital Tools: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10153-4
q3 · i? · quant-synthesis · r2
Delivery-mode meta-regression (Teacher-only, ICT-only, ICT+Teacher) for the 'provide examples' activity showed a significant omnibus moderation (Fm(2, 11.19) = 12.32, p = .00149); post-hoc tests showed "joint delivery by ICT+Teacher was associated with larger effects than teacher-only delivery". ICT-only did not differ significantly from teacher-only (p = .131).
"joint delivery by ICT+Teacher was associated with larger effects than teacher-only delivery (b = 0.700, 95% CI [0.072, 1.329], p = .0322)."
Discussion¶
Related Claims¶
- Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent — a broader claim this one bears on
- Individually processed reflection prompts alone were insufficient to foster knowledge acquisition in secondary vocational students — related
- Presence versus absence of individual scaffolding types did not support the added-value hypothesis, but scaffolding combinations partly did — related
- Multi-turn teaching by LLM teacher agents yields larger student gains than knowledge-point exposure alone — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
examples-joint-ict-teacher-delivery-larger-effects |
title |
Example-based instructional activities yield larger effects when delivered jointly by ICT and teachers than by teachers alone |
description |
Example-based instructional activities yield larger effects when delivered jointly by ICT and teachers than by teachers alone |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lópez-2026 |
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