No significant differences in proportions of fixations on single areas of interest by prior knowledge group during learning with MetaTutor¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Proportions of time fixating on learning-related AOIs (text, diagram, notes, table of contents), monitoring AOIs (timer, SRL palette, sub-goals, learning goal), and the agent AOI did not differ significantly between prior knowledge groups. → Taub 2019

Evidence¶

Taub 2019¶

Taub, M., & Azevedo, R. (2019). How Does Prior Knowledge Influence Eye Fixations and Sequences of Cognitive and Metacognitive SRL Processes during Learning with an Intelligent Tutoring System? Int J Artif Intell Educ (2019) 29:1-28. https://doi.org/10.1007/s40593-018-0165-4

q2 · i? · associational · r2

Eye-tracking subset (n = 30): two MANCOVAs and one ANCOVA with prior knowledge group as independent variable, proportions of fixations on nine AOIs as dependent variables, condition as covariate. None significant (e.g., MANCOVA 1 Wilks' λ = .82, p = .29; agent ANCOVA p = .64); equivalence was not tested.

"there were no significant differences in the proportion of time spent fixating on the text, diagrams, notes, or table of contents between prior knowledge groups."

Discussion¶

Related Claims¶

• High prior knowledge students show higher frequencies of transitions from text content to diagram, notes, table of contents, SRL palette, sub-goals, and learning goal AOIs — related
• Students with low prior knowledge show significantly higher proportional learning gains than students with high prior knowledge when learning with MetaTutor — related
• Metacognition and critical-thinking tutors show mixed results: Operation ARA gained 1.4 σ, SEEK showed no significant improvement, and MetaTutor's learning-efficiency advantage disappeared when agent time was counted — related