No behavioral measure of compliance with MetaTutor's stay-on-page and move-to-next-page prompts relates to learning gains¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? No effects and small effect sizes were found for the stay on page and move to next page inferred compliance prompts. → Lallé 2017

Evidence¶

Lallé 2017¶

Lallé, S., Mudrick, N., Conati, C., Taub, M., Azevedo, R. (2017). On the Influence on Learning of Student Compliance with Prompts Fostering Self-Regulated Learning. Proceedings of the 10th International Conference on Educational Data Mining. https://educationaldatamining.org/EDM2017/

q2 · i? · associational · r1

Regressions over the three behavioral measures for the 16 students with valid gaze data found no effects for these metacognitive monitoring prompts; Appendix B reports effect sizes such as ηp2 = .00 to .03. The authors caution the dataset is not large.

"We found no effects and small effect sizes (see Appendix B) for the other inferred compliance pro mpts, namely stay on page and move to next page , two prompts related to metacognitive monitor ing processes."

Discussion¶

Related Claims¶

• Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — the general claim this finding bears on, with the studies behind it

• Metacognitive prompts improve learning — the general claim this finding bears on, with the studies behind it

• Compliance with MetaTutor's summarize, stay-on-subgoal, move-to-next-subgoal, and open-diagram prompts shows no significant effect on learning gains — related
• Higher compliance with MetaTutor's suggest-subgoal prompt is associated with larger proportional learning gains — related
• Higher compliance with MetaTutor's review-notes prompt is associated with larger proportional learning gains — related
• Higher compliance with MetaTutor's revise-summary prompt is associated with larger proportional learning gains — related
• More fixations on the learning content after an add-subgoal prompt are associated with higher learning gains, suggesting complying with that prompt may not be effective — related
• Providing subgoals did not help on the Missionaries and Cannibals problem but facilitated performance on an extended 5-Missionaries and 5-Cannibals variant — related
• Prompt compliance varied widely across the four metacognitive prompts, with interactive prompts responded to more appropriately — related