Guided LiquidText users redistribute task time toward document processing and away from writing¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2021 · 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 i3 The guided group spent longer processing the documents than the control group, d = 1.04. → Jordan Lombard 2021
Evidence¶
Jordan Lombard 2021¶
Jordan Lombard, Ivar Bråten, Cécile van de Leemput, Franck Amadieu. (2021). Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter? Instructional Science. https://doi.org/10.1007/s11251-021-09537-6
q3 · i3 · causal · r2
One-way ANOVA on total processing time in the randomized between-subjects experiment, F(3, 78) = 3.82, p = .013. Guided participants studied documents longest, including "the control condition (M = 23.70, SD = 6.39, Cohen’s d = 1.04)".
"participants in the LiquidText Guidance condition used longer time to study the documents (M = 30.62, SD = 6.86) than did participants in the LiquidText Access condition (M = 25.63, SD = 6.74, Cohen’s d = 0.73) and the control condition (M = 23.70, SD = 6.39, Cohen’s d = 1.04)"
Discussion¶
Learner Variables¶
- Time and Continuity — outcome: instruction changes it
Related Claims¶
- Engage-to-Unlock redistributed effort across tasks: participants spent more time writing and less time evaluating, without increasing overall task duration — related
- AI access shifts learning-time composition away from writing toward reading and searching, with total learning time unchanged — related
- Students guided to use LiquidText show lower acceptance of tablets for multiple document work than controls despite better performance — related
- Guided use of a multiple document reading application yields higher multiple document comprehension than access-only, unguided, or traditional pdf viewer use — related
- Unaided access to multiple document reading functions alone does not improve comprehension over a traditional pdf viewer — related
- Application instructions successfully shifted students' reading goals toward application processing, but not memorization goals — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
guidance-time-reallocation-multiple-document-task |
title |
Guided LiquidText users redistribute task time toward document processing and away from writing |
description |
Guided LiquidText users redistribute task time toward document processing and away from writing |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
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 — jordan-lombard-2021 |
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