The type of emotional support and slant given to a learner depends on the score the learner achieved (Experiment 1: conscientiousness)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the conscientiousness experiment, score had a significant effect on all emotional support types (Advice, Emotional Reflection, Praise, Reassurance) and on slant; praise was only used for passing scores. → Matt Dennis 2016

Evidence¶

Matt Dennis 2016¶

Matt Dennis, Judith Masthoff, Chris Mellish. (2016). Adapting Progress Feedback and Emotional Support to Learner Personality. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0059-7

q3 · i? · causal · r?

Crowdsourced online experiment (Amazon Mechanical Turk) with a 6x2 between-subjects design; participants gave progress feedback and emotional support to a fictional learner with high or low conscientiousness at one of six scores. The authors report that "The score had a significant effect on all of the different types of emotional support used and slant employed."

"The score had a significant effect on all of the different types of emotional support used and slant employed. Hypothesis H1 (the type of emotional support given will depend on the score the learner achieved) is thus confirmed."

Matt Dennis 2016 (2)¶

Matt Dennis, Judith Masthoff, Chris Mellish. (2016). Adapting Progress Feedback and Emotional Support to Learner Personality. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0059-7

q3 · i? · causal · r2

Post-hoc pairwise comparison (Bonferroni corrected) of score effects in the same conscientiousness experiment. The authors report "Praise is only used for passing scores, which supports H1a", though praise was seldom used for the passing scores of 55% and 70%.

"For Praise, a pairwise comparison yields three subsets. Praise is only used for passing scores, which supports H1a."

Discussion¶

Related Claims¶

• Conscientiousness interacts with score in the use of advice: advice is given at 70% for low-conscientiousness learners but not for high-conscientiousness learners — a narrower finding that bears on this claim
• In the emotional stability experiment, emotional support use and slant depend on score, trait level, and their interaction — related