The authors interpret the Vitamin-based triangles teaching as more effective because multi-sensory materials raise attention and motivation¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors' interpretation is that internet-based Vitamin teaching was more effective because students experienced multi-sensory materials, increasing attention and motivation; this is an explanatory account, not a tested mediation. → Kaya et al. 2013

Evidence¶

Kaya et al. 2013¶

Deniz KAYA, Cenk KESAN, Dilek IZGIOL. (2013). THE EFFECT OF INTERNET-BASED EDUCATION ON STUDENT SUCCESS IN TEACHING OF 8TH GRADE TRIANGLES SUBJECT. Turkish Online Journal of Distance Education-TOJDE, Volume: 14 Number: 1 Article 17. https://eric.ed.gov/?id=EJ1006259

q1 · i? · causal · r1

Authors' discussion-section interpretation of their own quasi-experiment, offered as an explanation of the post-test difference and supported by reference to similar technology studies; no attention or motivation measure was collected in the study.

"It is observed that teaching of triangles subject via Vitamin Program-based over internet is more effective on students' success in comparison with conventional methods. Its reason can be explained with the fact that students experience with learning materials catering to great numbers of senses in education environment, their attention against lesson increase or their motivation levels against lesson become a good level."

Discussion¶

Related Claims¶

• Internet-based teaching of 8th-grade triangles via the Vitamin Program produced higher post-test achievement than conventional teaching — related
• The authors interpret that ceaseless interactive actions caused cognitive overload that disrupted student learning — related
• The authors interpret their results as showing that explicit metapragmatic instruction provides input enhancement that facilitates interlanguage pragmatic development — related