No statistically significant EBAPS differences were observed for Axes 1–3 or between guided-inquiry and answer-oriented chatbot preferrers¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Kruskal-Wallis tests found no statistically significant differences among preference groups on Axis 1 (structure of knowledge), Axis 2 (nature of knowing and learning), or Axis 3 (real-life applicability). → Amogh Sirnoorkar and Omkar Mamidpalliwar 2026 q2 i? No other pairwise differences beyond Answer–Combination were statistically significant, including between guided-inquiry and answer-oriented preferrers. → Amogh Sirnoorkar and Omkar Mamidpalliwar 2026 (2)

Evidence¶

Amogh Sirnoorkar and Omkar Mamidpalliwar 2026¶

Amogh Sirnoorkar and Omkar Mamidpalliwar. (2026). Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning. https://arxiv.org/abs/2607.29385 doi:10.48550/arxiv.2607.29385

q2 · i? · associational · r1

Omnibus Kruskal-Wallis tests on the 1048 overlapping responses; Table III prints p-values of 0.523, 0.251, and 0.398 for Axes 1–3, all insignificant. Equivalence was not tested.

"No statistically significant differences were observed for Axes 1–3."

Amogh Sirnoorkar and Omkar Mamidpalliwar 2026 (2)¶

Amogh Sirnoorkar and Omkar Mamidpalliwar. (2026). Students' Epistemological Beliefs and their Chatbot Preferences in AI-mediated Physics Learning. https://arxiv.org/abs/2607.29385

q2 · i? · associational · r1

Dunn's post-hoc comparisons beyond the significant Answer–Combination contrasts; the article reports no significant total-score difference between guided-inquiry and answer-oriented preferrers.

"No other pairwise differences were statistically significant."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Related Claims¶

• Reflective thinking dimensions correlate positively with learning process/expert knowledge, and most correlate positively with learning effort and negatively with innate/fixed ability and certainty of knowledge — the general claim this finding bears on, with the studies behind it
• Chatbot preference groups differed in total EBAPS and Axis 4/5 scores at the nominal level, with small effect sizes, but not after Bonferroni adjustment — related
• Combination-preferring students scored higher than answer-preferring students on evolving-knowledge (Axis 4) and source-of-ability (Axis 5) EBAPS dimensions — related
• Students preferring combination-style chatbots had higher total EBAPS scores than students preferring direct-answer chatbots (nominal significance only) — related
• Most introductory physics students preferred a combination chatbot (guidance first, answers when stuck), while few preferred pure guided Q&A — related