HPK students improved significantly only in the Low-Agency condition, with a large post-test advantage over HPK peers in High-Agency (d = .95)¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i3large
Currency · newest study 2019 · not yet checked against its sources · 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 HPK students in the Low-Agency condition had higher post-test scores than HPK students in the High-Agency condition, d = .95. → Xingliang Chen & Antonija Mitrovic & Moffat Mathews 2019
Evidence¶
Xingliang Chen & Antonija Mitrovic & Moffat Mathews 2019¶
Xingliang Chen & Antonija Mitrovic & Moffat Mathews. (2019). Investigating the Effect of Agency on Learning from Worked Examples, Erroneous Examples and Problem Solving. International Journal of Artificial Intelligence in Education (2019) 29:396–424. https://doi.org/10.1007/s40593-019-00179-x
q3 · i3 · causal · r1
Discussion of the 40-participant SQL-Tutor experiment results: HPK students improved significantly from pre- to post-test only in the Low-Agency condition; the article reports the post-test comparison "with a large effect size (d = .95)".
"On the contrary, HPK students in the Low-Agency condition had higher post-test scores than the counterparts in the High- Agency condition with a large effect size (d = .95). Therefore Hypothesis 2a was rejected."
Discussion¶
Related Claims¶
- Prior knowledge significantly predicted algebra posttest scores and learning gains, with high-prior-knowledge students scoring higher and low-prior-knowledge students gaining more — related
- Low Prior Knowledge students achieved significantly higher normalized learning gains than High Prior Knowledge students — related
- In the High-Agency condition, HPK students selected significantly more challenging preparatory tasks than LPK students ('step size' U = 21, p = .038) — related
- High- and Low-Agency conditions in SQL-Tutor do not differ in learning outcomes, though both improve significantly from pre- to post-test — reports the opposite
- Students with low prior knowledge show significantly higher proportional learning gains than students with high prior knowledge when learning with MetaTutor — related
- The first (1998) evaluation of SQL-Tutor showed students learned from the system and found it useful and easy to use — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
hpk-improved-only-low-agency |
title |
HPK students improved significantly only in the Low-Agency condition, with a large post-test advantage over HPK peers in High-Agency (d = .95) |
description |
HPK students improved significantly only in the Low-Agency condition, with a large post-test advantage over HPK peers in High-Agency (d = .95) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — xingliang-chen-antonija-mitrovic-moffat-mathews-2019 |
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