High- and Low-Agency conditions in SQL-Tutor do not differ in learning outcomes, though both improve significantly from pre- to post-test¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2019 · 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
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? There was no significant interaction between test scores and agency group on learning outcomes. → Xingliang Chen & Antonija Mitrovic & Moffat Mathews 2019
q3 i3 Participants in both groups improved significantly from pre- to post-test (partial ƞ2 = .661). → Xingliang Chen & Antonija Mitrovic & Moffat Mathews 2019
Evidence¶
Xingliang Chen & Antonija Mitrovic & Moffat Mathews 2019¶
Xingliang Chen & Antonija Mitrovic & Moffat Mathews. (2019). Investigating the Effect of Agency on Learning from Worked Examples, Erroneous Examples and Problem Solving. International Journal of Artificial Intelligence in Education (2019) 29:396–424. https://doi.org/10.1007/s40593-019-00179-x
q3 · i3 · causal · r2
Repeated measures mixed effects model on pre/post-test scores of 40 participants (20 Low-Agency, 19 High-Agency after outlier removal) in a 100-min SQL-Tutor session. The article reports "no significant interaction", F(1,37) = .002, p = .963, but a significant pre-to-post improvement with the printed effect size partial ƞ2 = .661.
"There was no significant interaction between the test scores and the group, F(1,37) = .002, p = .963. There was a significant difference in test scores between the pre- and post-test, F(1,37) = 55.56, p < .001, partial ƞ2 = .661"
Discussion¶
Related Claims¶
- HPK students improved significantly only in the Low-Agency condition, with a large post-test advantage over HPK peers in High-Agency (d = .95) — reports the opposite
- Low Prior Knowledge students achieved significantly higher normalized learning gains than High Prior Knowledge students — related
- The Low-Agency condition produced a significantly different mix of preparatory activities than the High-Agency condition — related
- The first (1998) evaluation of SQL-Tutor showed students learned from the system and found it useful and easy to use — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-agency-effect-sql-tutor-learning |
title |
High- and Low-Agency conditions in SQL-Tutor do not differ in learning outcomes, though both improve significantly from pre- to post-test |
description |
High- and Low-Agency conditions in SQL-Tutor do not differ in learning outcomes, though both improve significantly from pre- to post-test |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
generated |
by process:wiki-ingest on 2026-10-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — xingliang-chen-antonija-mitrovic-moffat-mathews-2019 |
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