An approximately hour-long interactive computer tutorial on orthographic projection produced significant pre–post performance gains for most students¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2003 · 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.
q2 i? Except for a few students performing highly at pretest, students receiving the interactive computer tutorial showed a significant pre–post performance gain on the orthographic projection task. → Patrick C. Kyllonen & Susanne P. Lajoie 2003
Evidence¶
Patrick C. Kyllonen & Susanne P. Lajoie 2003¶
Patrick C. Kyllonen & Susanne P. Lajoie (2003). Reassessing Aptitude: Introduction to a Special Issue in Honor of Richard E. Snow. Educational Psychologist, 38(2), 79–83. https://doi.org/10.1207/S15326985EP3802_2
q2 · i? · design · r2
The article summarizes Lajoie's (2003) study, based on her doctoral dissertation under Snow, in which verbal protocols from experts and novices constructing a missing side view informed a model and a computer-based learning environment. The summary reports a significant pre–post gain; no effect size is printed.
"students receiving the approximately hour-long interactive computer tutorial showed a significant pre–post performance gain, suggesting the importance of the spatial process instruction on the orthographic projection task"
Discussion¶
Related Claims¶
- Random measurement noise in pretest scores produces a negative contribution to the correlation between normalized gain and pretest score — related
- Scenario-based tutor lessons produced a significant pooled 7.4% learning gain, driven by three lessons with established construct validity while three newer lessons showed no significant gains — related
- Playing EPIGAME produced a large, statistically significant pre-to-post gain in conceptual understanding of force and motion in 7th graders — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
orthographic-projection-tutorial-gains |
title |
An approximately hour-long interactive computer tutorial on orthographic projection produced significant pre–post performance gains for most students |
description |
An approximately hour-long interactive computer tutorial on orthographic projection produced significant pre–post performance gains for most students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2003 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — patrick-c-kyllonen-susanne-p-lajoie-2003 |
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