Transfer score was significantly predicted by the count of moment-by-moment learning curve forms, with separated multiple spikes negatively impacting transfer.¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A linear regression showed transfer was significantly predicted by the count of all curve forms, and separated multiple spikes had a negative impact on transfer score. → Inge Molenaar 2021

Evidence¶

Inge Molenaar 2021¶

Inge Molenaar, Anne Horvers, Ryan S. Baker. (2021). What can moment-by-moment learning curves tell about students' self-regulated learning? Learning and Instruction, 72, 101206. https://doi.org/10.1016/j.learninstruc.2019.05.003

q2 · i? · associational · r2

Linear regression model estimating the contribution of each curve form count to students' transfer test score (15 items, alpha 0.85). The article reports transfer was significantly predicted and that separated multiple spikes negatively impacted the transfer score; no effect size is printed.

"Transfer was significantly predicted by the count of all MbMLC, see Table 14. Specifically, separate multiple spikes have a negative impact on the transfer score."

Discussion¶

Related Claims¶

• Four visual patterns of moment-by-moment learning curves occur in grade-five arithmetic practice with an ALT, with immediate peaks most frequent and single spikes absent. — related
• Accuracy differs significantly across moment-by-moment learning curve forms, with immediate drop highest and a downward trend in attempt accuracy as curve complexity increases. — related
• Students learned significantly over the four lessons, and learning outcomes differed by curve form: immediate drop reflected high prior knowledge with low gain, while immediate peak showed the highest gain. — related
• The form of moment-by-moment learning curves depends on problem difficulty: immediate drops concentrate on easy problems, while spike forms become more frequent as difficulty increases. — related
• Close multiple spikes suggest students unable to regulate accuracy on their own learned better once the ALT took over part of the regulation. — related