The Bidirectional SLE's advantage over the Traditional SLE in correctness and completeness is significant for open questions but not for closed questions¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Design limits · Pérez-Sanagustín 2015: the intervention came bundled with another change (read from the study by two models, 2026-10-29)
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.
q2 i? Ignoring group, open versus closed question type alone affected correctness (F(1, 45) = 10.738, p=0.002) and completeness (F(1, 45) = 5.697, p=0.021). → Pérez-Sanagustín 2015
Evidence¶
Pérez-Sanagustín 2015¶
Pérez-Sanagustín, M., Muñoz-Merino, P. J., Alario-Hoyos, C., Soldani, X., & Delgado Kloos, C. (2015). Lessons Learned from the Design of Situated Learning Environments to Support Collaborative Knowledge Construction. Computers & Education, 87, 70-82. https://doi.org/10.1016/j.compedu.2015.03.019
q2 · i? · causal · r1
Within-subjects (main) effect of question type from the same mixed ANOVAs, pooling both groups; confidence intervals were [0.196, 0.820] for correctness and [0.052, 0.613] for completeness at 95% probability.
"The factor open/close had a statistically significant effect on correctness, F(1, 45) = 10.738, p=0.002 , as well as on completeness, F(1, 45) = 5.697, p=0.021."
Discussion¶
Related Claims¶
- Students in the Bidirectional SLE report significantly better impressions of technological adoption, collaboration, and meaningfulness than students in the Traditional SLE — related
- Students in the Bidirectional QR-code SLE receive significantly higher completeness scores than students in the Traditional SLE — related
- Students working in a Bidirectional QR-code SLE receive significantly higher teacher-assigned correctness scores than students in a Traditional SLE — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
open-question-advantage-interaction |
title |
The Bidirectional SLE's advantage over the Traditional SLE in correctness and completeness is significant for open questions but not for closed questions |
description |
The Bidirectional SLE's advantage over the Traditional SLE in correctness and completeness is significant for open questions but not for closed questions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pérez-sanagustín-2015 |
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