Guidance in a computer-based logic environment significantly influences pre- to post-test scores for learning the conditional¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Guidance, operationalised by problems guiding learners to all different types of basic problem situations derived from the conditional, significantly influenced scores from pre- to post test. → Tessa Eysink 2002

Evidence¶

Tessa Eysink 2002¶

Tessa Eysink, Sanne Dijkstra, Jan Kuper. (2002). The role of guidance in computer-based problem solving for the development of concepts of logic. Instructional Science. https://doi.org/10.1023/A:1016018210897

q3 · i? · causal · r?

Experiment with 72 first- and second-year social science students in the computer-based learning environment Tarski's World, designed for teaching first-order logic. The abstract reports that guidance "significantly influenced the scores from pre- to post test"; no effect size is printed in the available text.

"Guidance, which was operationalised by giving the learners problems that guided them to all different types of basic problem situations that could be derived from the conditional by stimulating them to manipulate or to imagine to manipulate the geometrical objects, significantly influenced the scores from pre- to post test."

Discussion¶

Related Claims¶

• The authors conclude that guidance combined with the possibility to manipulate objects supports acquisition of knowledge and skills in a domain
• Object manipulation in a visual representation significantly improves scores from post-test to retention test after two weeks of non-instruction
• Guidance during initial problem solving does not translate into better learning from subsequent instruction — related
• Tarski's World facilitated conditional reasoning relative to only-situated or only-formal instruction — related