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.¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Curve form differed significantly across subskills of increasing difficulty, chi-square χ2(df = 6, N = 265) = 73.91, p < 0.001. → 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 · r1
Chi-square analysis of the interaction between problem difficulty (easy, medium, hard subskills) and curve form across 265 graphs. The article reports more immediate drops for easy subskill 1, and that both spike forms "became more frequent as the problem difficulty increased".
"There was a significant difference in form of moment-by-moment learning curves for the different subskills, chi-square analysis χ2(df = 6, N = 265) = 73.91, p < 0.001, see Fig. 8."
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
- Transfer score was significantly predicted by the count of moment-by-moment learning curve forms, with separated multiple spikes negatively impacting transfer. — 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
- Effort (unique problems and problem-solving attempts) does not differ between moment-by-moment learning curve forms. — related
- Close multiple spikes suggest students unable to regulate accuracy on their own learned better once the ALT took over part of the regulation.
- Arithmetic problem difficulty may increase as the square of the number of steps rather than directly with step count — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mbmlc-forms-problem-difficulty-interaction |
title |
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. |
description |
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. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — inge-molenaar-2021 |
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