Using the ICLS improved students' knowledge of modular programming but produced no significant change in self-esteem or interest in the subject¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students' academic achievement of modular programming concepts improved after using the ICLS. → McManus 2015 q2 i? Students showed no significant change in self-esteem and interest in the subject after using the ICLS. → McManus 2015 (2)

Evidence¶

McManus 2015¶

McManus, M. M., & Aiken, R. M. (2015). Supporting Effective Collaboration: Using a Rearview Mirror to Look Forward. International Journal of Artificial Intelligence in Education, 26, 365–377. https://doi.org/10.1007/s40593-015-0068-6

q2 · i? · causal · r1

From the two experiments with undergraduate students (18 in the first, nine in the second, in the first computer science course at a local institution). The article reports that 'academic achievement improved their knowledge of modular programming' after ICLS use; no effect size is printed.

"The students' academic achievement improved their knowledge of modular programming."

McManus 2015 (2)¶

McManus, M. M., & Aiken, R. M. (2015). Supporting Effective Collaboration: Using a Rearview Mirror to Look Forward. International Journal of Artificial Intelligence in Education, 26, 365–377. https://doi.org/10.1007/s40593-015-0068-6

q2 · i? · design · r2

Null attitudinal result from the same two small experiments with undergraduates. The article reports 'did not have a significant change in their self-esteem and interest in the subject' and attributes this possibly to the small sample size; no effect size is printed.

"However, results showed that the students did not have a significant change in their self-esteem and interest in the subject, but this may have been due to the small sample size."

Discussion¶

Related Claims¶

• The BFLPE is domain-specific: school-average achievement affects academic self-concept but not global self-esteem or non-academic self-concept — related
• Mastery learning has overall positive effects on student affect, with the exception of slightly lower grade expectations — related
• Students in the ICLS experiments were satisfied with the system and mostly found it useful for collaborating, but were concerned about its slowness — related