Usage amount moderated the effect of a formative assessment tool in Koedinger et al. (2010)¶
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Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
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q2 i? In the quasi-experimental evaluation reported by the review, students were labeled low usage or high usage by whether they completed a certain amount of items in the tool, shedding light on an interaction effect in line with hypotheses. → Frank Reinhold 2024
Evidence¶
Frank Reinhold 2024¶
Frank Reinhold, Timo Leuders, Katharina Loibl, Matthias Nückles, Maik Beege, Jan M. Boelmann (2024). Learning Mechanisms Explaining Learning With Digital Tools in Educational Settings: a Cognitive Process Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09845-6
q2 · i? · theoretical · r3
The review reports, citing Koedinger et al. (2010), a quasi-experimental comparison of students using vs. not using a formative assessment mathematics tool, with outcomes on a standardized mathematics test. Engagement was assessed via behavioral measures of student-tool interaction; adaptive immediate feedback and individualized tools were regarded as the cause of the effect.
"students who did not complete a certain amount of items in the tool were labeled “low usage” and students who did were labeled “high usage”—shedding light on an interaction effect in line with their hypotheses"
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Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
koedinger-2010-usage-moderates-tool-effect |
title |
Usage amount moderated the effect of a formative assessment tool in Koedinger et al. (2010) |
description |
Usage amount moderated the effect of a formative assessment tool in Koedinger et al. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — frank-reinhold-2024 |
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