Learning paths used for SRL improved accuracy and performance without increasing effort, and tutoring-system benefits required sustained practice¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2–r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using learning paths for SRL did not increase student effort, but accuracy improved, resulting in increased learning performance and transfer. → Rebecka Rundquist 2024 q2 i? Students did not improve in calibrating their abilities, showing less overestimation but higher underestimation. → Rebecka Rundquist 2024 (2) q2 i? Students needed at least 69 days of practice, a minimum of three minutes a day, to make substantial progress with a tutoring system used as a classroom complement. → Rebecka Rundquist 2024 (3)

Evidence¶

Rebecka Rundquist 2024¶

Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299

q2 · i? · review · r2

The review reports Molenaar et al.'s (2020) comparison of two groups using a DLS with learning paths against three groups using the same DLS without them, with lessons beginning by setting goals from extracted analytics.

"Results indicated that using the learning paths for SRL did not increase student effort, but their accuracy improved, resulting in increased learning performance and transfer."

Rebecka Rundquist 2024 (2)¶

Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299

q2 · i? · review · r3

The review reports a secondary calibration outcome from Molenaar et al. (2020): no improvement in calibration, with a shift from overestimation toward underestimation of abilities.

"Although students did not improve in their calibration of their abilities , they did show less overestimation but, at the same time, higher levels of underestimation."

Rebecka Rundquist 2024 (3)¶

Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299

q2 · i? · review · r2

The review reports Qushem et al.'s (2022) finding on dosage when the tutoring system was used as a complement to regular classroom activity, and that for young students use supported transfer of arithmetic fluency to more advanced domains.

"students needed to practise for at least 69 days for a minimum of three minutes a day in order to make substantial progress"

Discussion¶

Related Claims¶

• Students who use the ePSRL Management System meet the course completion deadline at a significantly higher rate than non-users — related
• Self-regulated learning improves achievement — a broader claim this one bears on
• Using the ePSRL Management System shows no significant difference in mean assessment results or mean attempts per quiz between users and non-users — related
• Using the ePSRL Management System increases postgraduate online students' perceived awareness, understanding and application of self-regulated learning — related
• Adding small peer feedback groups to web-based SRL training and a diary (Group TDP) produced statistically significant gains in SRL knowledge, the SRL overall score, self-efficacy and the mathematics focus score, the last of which Group TD did not show — related
• Self Assessment Improves Self Regulated Learning — related
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
• A DLS with multiple scaffolds improved achievement and SRL attitudes, with high-achieving students beating traditional teaching but not flipped classroom — related
• When a strong sense of self-efficacy is accompanied by sustained student effort, better academic achievement is likely — related
• In eSpark quests requiring three post-quiz attempts, students reached the 80 percent mastery criterion only 14 percent of the time — related
• Almost no model-and-harness combination sustains tutoring over the full 30-day horizon, as learning plateaus within 5–10 days — related
• Automated real-time feedback in an adaptive diagnostic ITS produced greater progression on a SOLO-based mathematics assessment than the same system without real-time feedback — related
• Self-regulated learning is associated with increased academic achievement and improved learning outcomes for students — related
• AI-assisted practice applications improved music students' performance outcomes, self-efficacy, and self-regulated learning — related