ITS effectiveness is not moderated by whether the ITS provides feedback or models student misconceptions¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Effect sizes were not moderated by whether the ITS provided feedback or modeled misconceptions; use of ITS produced moderate, statistically significant effect sizes in both cases. → Wenting Ma 2014

Evidence¶

Wenting Ma 2014¶

Wenting Ma, Olusola O. Adesope, John C. Nesbit, and Qing Liu. (2014). Intelligent Tutoring Systems and Learning Outcomes: A Meta-Analysis. Journal of Educational Psychology. https://doi.org/10.1037/a0037123

q4 · i? · quant-synthesis · r3

ITS-characteristics moderator analysis (Table 2). Under both fixed- and random-effects models, use of ITS produced statistically significant effect sizes whether or not it provided feedback (no feedback k = 10; feedback k = 86) and whether or not it modeled misconceptions (no k = 21; yes k = 58); the between-levels difference for misconception modeling was not statistically significant under either model.

"U n d er b o th th e fix ed and ran d o m -effects m od els, overlap in co nfid ence in terv als in d icates th at effe ct sizes w ere not m o d erated by w heth er or n o t th e IT S p rovided fe edback."

Discussion¶

Related Claims¶

• MisconceptionTutor achieves higher pedagogical quality (DAMR) than BaselineTutor on nearly all dimensions, with small-to-moderate effect sizes — related
• Pedagogically desired feedback is engaged with more (higher RelScore), but pedagogical quality shows little relation to whether actions are applied correctly (SuccScore) — related
• Six of thirteen coded moderators significantly influence the effect of CALL feedback: educational level, intervention provider, mother tongue, research context, subject domain, and target language — related
• Feedback in CALL has a significant moderate positive effect on student language learning outcomes (RE g = 0.56) across 21 studies — related
• ITS produce significant positive effects at all grade levels and in almost all subject domains evaluated, with exceptions such as chemistry — related
• Providing corrective feedback on practice tests does not significantly change the testing effect (g = 0.63 with feedback vs. g = 0.60 without) — related