In the German study, students using the combined ITS & ELE condition showed significant conceptual learning gains while the ITS-only condition did not¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Design limits · Mavrikis 2022: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-29)

Subclaims¶

q2 i1 German fifth and sixth graders in the ITS & ELE condition gained conceptual fractions knowledge (d = 0.59) whereas the ITS-only condition's conceptual scores decreased descriptively (d = −0.32, CI including zero). → Mavrikis 2022

Evidence¶

Mavrikis 2022¶

Mavrikis, M., Rummel, N., Wiedmann, M., Loibl, K., & Holmes, W. (2022). Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Education Tech Research Dev, 70, 691–712. https://doi.org/10.1007/s11423-022-10104-0

q2 · i1 · causal · r2

Quasi-experimental pretest–posttest non-equivalent groups study in Germany (N ITS & ELE = 100, N ITS only = 51) using an online fractions test. Table 1 reports conceptual subscale effect sizes: "0.59 [.30, .87]" for ITS & ELE versus "− 0.32" for ITS only.

"Conceptual Germany ITS & ELE 0.79 0.74 1.21 0.69 0.59 [.30, .87] ITS only 0.73 0.63 0.53 0.64 − 0.32 [− .71, .07]"

Discussion¶

Related Claims¶

• In the UK study, students using the combined ITS & ELE condition showed significant conceptual learning gains while the ITS-only condition did not — related
• Multivariate ANOVAs showed a significant time-of-measurement by condition interaction on fractions scores in both countries — a broader claim this one bears on
• Procedural learning gains did not differ significantly between the combined and ITS-only conditions in either country — related