Collaboration format (individual vs. dyad) was experimentally manipulated alongside feedback format in simulation-based teacher learning¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The study experimentally manipulated whether learners worked individually or in dyads on the computer lab-based simulations, crossing this with feedback type. → Sailer 2022

Evidence¶

Sailer 2022¶

Sailer, Michael; Bauer, Elisabeth; Hofmann, Riikka; Kiesewetter, Jan; Glas, Julia. (2022). Adaptive Feedback from Artificial Neural Networks Facilitates Pre-Service Teachers' Diagnostic Reasoning in Simulation-based Learning. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101620

q3 · i? · causal · r?

Design statement for the N = 178 experimental study: the collaboration factor ("individually or in dyads") was manipulated on computer lab-based simulations, crossed with the adaptive-versus-static feedback factor. No cell sizes are printed in the available text.

"Further, we experimentally manipulated whether the learners worked individually or in dyads on the computer lab-based simulations."

Discussion¶

Related Claims¶

• Automatic adaptive feedback based on artificial neural networks facilitates pre-service teachers' quality of justifications in written assignments in simulation-based learning — related
• Adaptive feedback does not improve pre-service teachers' diagnostic accuracy in simulation-based learning — related
• Static expert-solution feedback had detrimental effects on the learning process when pre-service teachers worked in dyads — related
• Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related
• Collaborative inquiry learners obtain significantly higher post-test overall scores than individual learners — related