Interactions between learner characteristics and dialogue format for learning outcomes showed only trends toward significance, not significant effects¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2026 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? For learning outcomes, RCE×SS and RCE×TT interactions showed a trend toward significance (b = −0.195, both p < .10), and CE×SS showed a trend (b = 0.121, p = .057). → Fumie Watanabe 2026

Evidence¶

Fumie Watanabe 2026¶

Fumie Watanabe, Tota Suko, Takashi Ishida, Yuko Kuma, Manabu Kobayashi, Shigeichi Hirasawa, and Gendo Kumoi. (2026). Interaction Effects Between Learner Characteristics and Dialogue Format in TTS Dialogue-Based Lessons. https://arxiv.org/abs/2608.20822 doi:10.48550/arxiv.2608.20822

q2 · i? · causal · r1

Linear mixed-effects model for self-reported learning outcomes (two items) from the same 222 students; fixed effects accounted for Marginal R2 = .129. No interaction reached conventional significance; the article reports these as trend-level findings only.

"For the RCE factor, both the SS and TT formats showed a trend toward significance (b=−0.195, bothp < .10), and for the CE factor, the interaction with the SS format showed a trend toward significance (b= 0.121,p=.057)"

Discussion¶

Related Claims¶

• Critical thinking disposition showed significant positive main effects on motivation and learning outcomes across all dialogue formats, with no format interaction — related
• In TTS dialogue-based lessons, the teacher–teacher format significantly moderates the motivation effects of both the CE factor (positive) and the RCE factor (negative) — related
• The teacher–teacher format received a significantly lower overall evaluation than the teacher–student format despite raising motivation, with no significant learner-characteristic interactions — related