Nesbit et al. (2014) found a significant advantage of ITSs over teacher-led classroom instruction and non-ITS computer-based instruction in teaching programming¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For programming, ITSs had a significant advantage over teacher-led classroom instruction and non-ITS computer-based instruction. → Benedict du Boulay 2015

Evidence¶

Benedict du Boulay 2015¶

Benedict du Boulay. (2015). Recent Meta-reviews and Meta-analyses of AIED Systems. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0060-1

q2 · i? · review · r2

The letter reports the Nesbit et al. (2014) analysis of ITSs for programming, quoting the finding of "a significant advantage of ITSs over teacher-led classroom instruction and non-ITS computer-based instruction". No effect size is printed in the letter.

"The same authors analysed systems for teaching programming and also found a Ba significant advantage of ITSs over teacher- led classroom instruction and non-ITS computer-based instruction^"

Discussion¶

Related Claims¶

• Ma et al. (2014) meta-analysis: step-based ITSs outperformed no tutoring and large-group teacher-led instruction, but showed no differences against small-group or one-to-one human tutoring — related
• ITS significantly outperform large-group human instruction, individual computer-based instruction, and textbooks or workbooks, but not small-group or individual human tutoring — a broader claim this one bears on
• Intelligent tutoring systems improve achievement over non-individualised instruction — a broader claim this one bears on
• Learning with intelligent tutoring systems yields a moderate, statistically significant overall advantage in achievement over non-ITS modes of instruction — a broader claim this one bears on