In a small subgroup of struggling students (n = 25), interest personalization greatly improved expression-writing accuracy within the tutoring unit¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Low achievement students in the personalization condition greatly outperformed low achievement controls on hard KCs in Unit 6 (odds = 4.20, p = 0.037). → 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 · i? · causal · r2

Subgroup analysis using curriculum progress as achievement proxy. 25 students identified as struggling (13 control, 12 experimental). The combined odds ratio was "odds = 1.64 * 2.56 = 4.20, p = 0.037". Control success rate 24.69% versus 57.90% experimental.

"low achievement students in the personalization condition greatly outperformed low achievement students in the control condition on hard KCs in Unit 6 (odds = 1.64 * 2.56 = 4.20, p = 0.037)"

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
• Personalizing algebra story problems to student interests improved accuracy on easy knowledge components within the tutoring unit — related
• Personalization to student interests improved accuracy on hard knowledge components involving algebraic expression-writing within the tutoring unit — a broader claim this one bears on
• Personalization reduced time spent on hard expression-writing steps, and students who had received it were still faster at writing expressions in a later non-personalized unit — related
• Students receiving personalized problems gamed the tutoring system less during the personalized unit, with no difference in a later unit — related
• Students are significantly worse at translating two-step algebra story problems than matched one-step problems, implicating a hidden integrative knowledge component — related