Math fact retrieval (MFR) fluency training before Wayang tutoring improved math learning (Wayang vs. no-Wayang d = 0.39), with the Wayang-MFR combination scoring highest¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1 small
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In a randomized four-condition study of 250 middle school students, the Wayang-MFR group did better than the Wayang-noMFR group at posttest, and the effect size for Wayang vs. no-Wayang was Cohen's d = 0.39. → Arroyo 2014 q3 i? Students who received MFR training became faster at responding to easy arithmetic items than students who did not. → Arroyo 2014 (2)

Evidence¶

Arroyo 2014¶

Arroyo, I., Woolf, B. P., Burelson, W., Muldner, K., Rai, D., & Tai, M. (2014). A Multimedia Adaptive Tutoring System for Mathematics that Addresses Cognition, Metacognition and Affect. Int J Artif Intell Educ 24:387–426. https://doi.org/10.1007/s40593-014-0023-y

q3 · i1 · causal · r2

Time-controlled study of 250 middle school students randomly assigned to four conditions: Wayang alone, Wayang after 15 minutes of MFR training, MFR plus non-tutoring websites, or classroom instruction. The article reports "the Wayang-MFR group did better than the Wayang-noMFR group" with d = 0.39 for Wayang vs. no-Wayang.

"There were significant effects for Wayang and the combination of Wayang and MFR training, indicating that the Wayang-MFR group did better than the Wayang-noMFR group. The effect size for Wayang vs. no-Wayang groups (Cohen’s d) was 0.39"

Arroyo 2014 (2)¶

Arroyo, I., Woolf, B. P., Burelson, W., Muldner, K., Rai, D., & Tai, M. (2014). A Multimedia Adaptive Tutoring System for Mathematics that Addresses Cognition, Metacognition and Affect. Int J Artif Intell Educ 24:387–426. https://doi.org/10.1007/s40593-014-0023-y

q3 · i? · causal · r?

Speed outcome of the same 250-student study, plotted in Fig. 8 as milliseconds to respond to basic arithmetic problems; MFR-trained students responded faster than non-MFR students. No effect size is printed for this measure.

"As expected, students with MFR training became faster at responding to easy arithmetic items, see Fig. 8."

Discussion¶

Learner Variables¶

• Arithmetic Fact Retrieval — moderator: an instructional effect differs with it
• Operations and Place Value — moderator: an instructional effect differs with it

Related Claims¶

• MDRD third graders show no significant differences among tutoring conditions on fact retrieval — related
• Tutoring condition interacts with MD subtype status in effects on third graders' fact retrieval skill — related
• Procedural computation/estimation tutoring does not improve automatic fact retrieval — related
• Students using Wayang Outpost earned higher state standardized test (MCAS) scores at year end than matched control students — related