In Experiment 2, the heuristic worked examples condition significantly affected socio-discursive MAS, with maximal worked examples descriptively best and no significant post-hoc differences¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Repeated-measures ANOVA showed a significant omnibus effect of worked examples condition on socio-discursive MAS, though post-hoc pairwise differences were not significant. → Vogel 2022

Evidence¶

Vogel 2022¶

Vogel, F., Kollar, I., Fischer, F., Reiss, K., & Ufer, S. (2022). Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09363-z

q3 · i2 · causal · r2

Experiment 2 comparison of adaptable, maximal, and minimal heuristic worked examples on socio-discursive MAS. Omnibus ANOVA significant (F(2,95)=3.31, p=.04, part. η²=.07); "Post-hoc comparisons did not show significant results" for specific pairwise differences.

"A repeated-measures ANOVA with socio-discursive MAS as dependent variable and the type of heuristic worked examples as independent variable revealed a significant effect of the heuristic worked examples conditions (F(2,95) = 3.31, p = 0.04, part. η 2 = 0.07). Descriptively, students in the maximal worked examples condition outperformed learners of both the minimal worked examples condition and the adaptable worked examples condition."

Discussion¶

Related Claims¶

• The omnibus ANOVA on total QM score did not reach conventional significance, though a Friedman test suggested an overall difference with no significant pairwise Wilcoxon comparisons — related
• In Experiment 2, actual regulation of adaptable heuristic worked examples showed no significant correlation with self-regulation skills or MAS outcomes — related
• Learner-chosen adaptivity in a collaboration script was feasible as guidance design, but impacted regulatory actions only among students with more advanced self-regulation skills — related
• Effects of collaboration scripts combined with heuristic worked examples on mathematical argumentation skills depend on prior knowledge and working-memory capacity, consistent with a Matthew Effect — related
• Scaffolding effectiveness depends on knowledge base: high-guidance scaffolding suits less advanced learners, high-self-regulation scaffolding suits advanced learners — related