Using the ITS reduced executive state-math anxiety and improved algebra learning across conditions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2026 · checked against its sources 2026-10-16 (automated, 2 of 2 entries) · not reviewed by a person

In Rief et al. (2026), seventh graders practised algebra in the "Math with Matt" tutoring system. The Mindful version added an LLM-based mindful chat, in which the pedagogical agent Matt gave context-sensitive emotional support, and mindful (not only evaluative) feedback and hint messages; the Cognitive version gave cognitive support only.

Subclaims¶

q3 i3 Executive state-MA decreased significantly over time for both groups with a large effect size. → Rief 2026 q3 i3 Students' algebra performance improved significantly from pretest to posttest with a large effect size, independent of condition. → Rief 2026 (2)

Evidence¶

Rief 2026¶

Rief, V., Hladký, M., Yoo, M., Heel, S., Sato, S., Nagashima, T. (2026). Beyond Problem Solving: Large Language Models for Emotional and Reflective Support in Mathematics Learning. https://arxiv.org/abs/2609.02611 doi:10.48550/arxiv.2609.02611

q3 · i3 · causal · r2

Classroom experiment with 42 completing 7th graders (18 Mindful, 24 Cognitive) randomly assigned within classes; linear mixed-effect model on STAI-6 executive state-MA showed a significant time main effect, "partialη2=0.27", with no group or interaction effect.

"However for executive state-MA, both groups showed a significant main effect for time with a large effect size (F(1, 15)=5.422,p=.034, partialη2=0.27), but no group nor interaction effect was found."

Rief 2026 (2)¶

Rief, V., Hladký, M., Yoo, M., Heel, S., Sato, S., Nagashima, T. (2026). Beyond Problem Solving: Large Language Models for Emotional and Reflective Support in Mathematics Learning. https://arxiv.org/abs/2609.02611. doi:10.48550/arxiv.2609.02611

q3 · i3 · causal · r2

Pre/posttest of conceptual and procedural knowledge of linear systems (six items, max nine points) in the same classroom experiment; the mixed-effect model showed "a significant main effect of time with a large effect size" (partial η²=.14) with no condition difference.

"A linear mixed-effect model revealed a significant main effect of time with a large effect size (F(1, 40)=6.418,p=.015, partialη 2=.14), but no group or interaction effect, indicating that students learned algebra knowledge, but the improvement did not depend on the condition."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it
• Academic Anxiety — outcome: instruction changes it
• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• The mindfulness interventions did not significantly change anticipatory or executive state-MA relative to cognitive support alone — related
• Intelligent tutoring systems improve achievement over non-individualised instruction — a broader claim this one bears on
• Cognitive-only coaching increased deep and achieving learning approaches, academic self-concept, and reduced test anxiety and anxiety/depression, but academic performance declined relative to control; behavioural-only coaching decreased test anxiety and increased academic performance with no other effects. — related
• Math learning gains did not differ between the Mindful and Cognitive conditions — related
• Mathematics anxiety shows mixed relations to algebraic thinking across studies — related