Students receiving personalized problems gamed the tutoring system less during the personalized unit, with no difference in a later unit¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2013 · 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
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q3 i1 Students in the experimental group engaged in gaming behaviors significantly less often than control group students (t = -2.33, p = 0.037, Cohen's d = 0.35). → Walkington 2013
Evidence¶
Walkington 2013¶
Walkington, C. A. (2013). Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Journal of Educational Psychology, 105(4), 932–945. doi:10.1037/a0031882
q3 · i1 · causal · r2
Gaming detector (Baker & deCarvalho, 2008) run on Unit 6 log data. Student's t-test compared gaming estimates between conditions. Experimental students gamed less with "Cohen's d = 0.35", a small effect. No significant gaming differences in Unit 10 (p = 0.737).
"students in the experimental group engaged in gaming behaviors significantly less often than students the control group (t = -2.33, p = 0.037, Cohen's d = 0.35)"
Discussion¶
Related Claims¶
- An IES practice-guide presentation recommends personalized problem contexts, asserting without cited studies that students engage more actively and perform better in them — the general claim this finding bears on, with the studies behind it
- Personalization to student interests improved accuracy on hard knowledge components involving algebraic expression-writing within the tutoring unit — related
- Students receiving Adaptive proactive hints based on HelpNeed predictions achieve significantly higher posttest optimality than Control students — related
- Adaptive-condition students complete the posttest in significantly less time than Control students — related
- A warning message about potential AI mistakes increases seventh-graders' hint requests in a math intelligent tutoring system — related
- In a small subgroup of struggling students (n = 25), interest personalization greatly improved expression-writing accuracy within the tutoring unit — related
- Scooter the Tutor was associated with a marginally significant reduction in observed gaming among middle-school math students — related
- Personalizing algebra story problems to student interests improved accuracy on easy knowledge components within the tutoring unit — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
personalization-reduces-gaming-behavior |
title |
Students receiving personalized problems gamed the tutoring system less during the personalized unit, with no difference in a later unit |
description |
Students receiving personalized problems gamed the tutoring system less during the personalized unit, with no difference in a later unit |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-14 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — walkington-2013 |
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