ITS are effective across instructional roles, whether used as principal means of instruction, integrated class instruction, separate in-class activities, supplementary after-class instruction, or homework¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4
Currency · newest study 2014 · 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.
q4 i? Across all five coded instructional roles, the use of ITS was associated with statistically significant effect sizes under both fixed- and random-effects models. → 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 · r?
Moderator analysis of ITS intervention role (Table 2) coded using the categories of Steenbergen-Hu and Cooper (2014): principal instruction, integrated class instruction, separate in-class activities, supplementary after-class instruction, and homework. Random-effects means ranged from .33 to .47, all statistically significant; the between-levels difference was not statistically significant under a random-effects model but was significant under a fixed-effect model, QB(5) = 32.38, p < .001.
"A cross a ll th ese categ o ries, th e use o f IT S w as asso ciated w ith stat istically sig n ifican t effect sizes u n d er b o th th e fixed- and ran d o m -effects m od els."
Discussion¶
Related Claims¶
- Thai undergraduates' business vocabulary test scores rose from pre-test to post-test after four weeks of out-of-class role-playing gamification with Mangomon, in a single-group study with no control group — related
- Students received significantly higher homework scores during GenAI-evaluation periods, but this advantage did not transfer to downstream exams — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
its-effective-in-all-instructional-roles |
title |
ITS are effective across instructional roles, whether used as principal means of instruction, integrated class instruction, separate in-class activities, supplementary after-class instruction, or homework |
description |
ITS are effective across instructional roles, whether used as principal means of instruction, integrated class instruction, separate in-class activities, supplementary after-class instruction, or homework |
status |
review |
evidence_strength |
strong |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-13 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wenting-ma-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.