The authors conclude that guidance combined with the possibility to manipulate objects supports acquisition of knowledge and skills in a domain¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2002 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? The results support the authors' view that guidance in combination with the possibility to manipulate objects in a domain supports the acquisition of knowledge and skills in that domain. → 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?
Authors' overall interpretation of the 72-student Tarski's World experiment, stated in the abstract as the conclusion the two experimental results jointly support. This is an author interpretation rather than a separately tested combined condition.
"The results support the authors' view that guidance in combination with the possibility to manipulate objects in a domain, support the acquisition of knowledge and skills in that domain."
Discussion¶
Related Claims¶
- Guidance in a computer-based logic environment significantly influences pre- to post-test scores for learning the conditional
- Object manipulation in a visual representation significantly improves scores from post-test to retention test after two weeks of non-instruction
- A systematic review argues that concrete materials aid mathematics and science learning when they are explicitly and gradually connected to the abstract symbols they represent — related
- Combining tangible puppets as mediating manipulatives with 3D manipulable animations fostered immediate transfer of imaginary students' perspectives in microteaching role-plays — related
- In the underlying laboratory study, only expository instruction combined with probes produced CVS learning, with transfer limited by grade level — related
- Tarski's World facilitated conditional reasoning relative to only-situated or only-formal instruction — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
guidance-plus-manipulation-support-acquisition |
title |
The authors conclude that guidance combined with the possibility to manipulate objects supports acquisition of knowledge and skills in a domain |
description |
The authors conclude that guidance combined with the possibility to manipulate objects supports acquisition of knowledge and skills in a domain |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2002 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tessa-eysink-2002 |
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