A usability study with 37 fourth to sixth graders showed gifted children needed less support and were satisfied with more abstract prompts, while lower-ability children preferred and needed more concrete instructions¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Independently of age, gifted children needed less support than lower-ability children, and when support was needed, gifted children were satisfied with more abstract prompts whereas lower-ability children preferred and needed more concrete instructions. → Tessa H. S. Eysink 2020

Evidence¶

Tessa H. S. Eysink 2020¶

Tessa H. S. Eysink, Alieke M. van Dijk, Ton de Jong. (2020). BE COOL! a digital learning environment to challenge and socially include gifted learners. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09754-9

q2 · i? · design · r2

Usability study in which 37 fourth, fifth, and sixth graders of varying ability levels worked on different types of inquiry assignments while thinking aloud, with actions and choices recorded on a checklist. The article reports that "gifted children needed less support than lower-ability children."

"The study showed that, independently of age, gifted children needed less support than lower-ability children, and if support was needed, they were satisfied with more abstract prompts than the lower-ability children, who preferred and needed more concrete instructions for successful completion of the inquiry assignments."

Discussion¶

Learner Variables¶

• General Cognitive Ability — moderator: an instructional effect differs with it

Related Claims¶

• In an exploratory study with 478 fifth and sixth graders, children with prompts available showed a more active and effective inquiry process than children without, with ability-related differences in prompt use — related