Claims

Introducing socially-oriented persuasive strategies as social visualizations in a learning support system increases students' engagement in online learning activities.

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2021 · 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.

q3 i2 Students in the experimental group who used SARA with the persuasive social visualizations were more engaged than students in the control group without the visualization. → Orji 2021 q3 i3 The experimental group was significantly more engaged than the control group on MindTap across all three engagement measures: number of logins, time spent in the system, and engagement score. → Orji 2021 (2)

Evidence

Orji 2021

Orji, F. A., Greer, J., & Vassileva, J. (2021). Evaluating a Persuasive Intervention for Engagement in a Large University Class. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-021-00260-4

q3 · i2 · causal · r2

A repeated-measures ANOVA with time as within-subject factor and condition type (experimental vs. control) as between-subject factor compared SARA engagement between the 228 surveyed students. The article reports "a significant main effect of condition type on students’ engagement" with η2 = .056, and pairwise comparison showed the intervention group more engaged (p < .05).

"The results reveal that there was a significant main effect of condition type on students’ engagement (F1, 226 =2 0 . 5 5 ,p =. 0 0 0 1 ,η2 = .056). There was a significant difference in students ’ engagement between the experimental and control group over time."

Orji 2021 (2)

Orji, F. A., Greer, J., & Vassileva, J. (2021). Evaluating a Persuasive Intervention for Engagement in a Large University Class. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-021-00260-4

q3 · i3 · causal · r2

An RM-MANOVA on MindTap data from 208 students compared the experimental and control groups over time. The article reports "a significant effect of condition type on students’ engagement" for number of logins (η2 = .644), time spent (η2 = .440), and engagement score (η2 = .948), with the experimental group more engaged (p < .05).

"The results reveal that there was a significant effect of condition type on students’ engagement for number of logins (F1,206 = 371.947, p =. 0 0 0 1 ,η2 = .644), for the time they spent in the system (F 1,206 = 162.181, p = .0001, η2 = .440), and for their engagement score (F1,206 = 3748.788, p = .0001, η2 = .948)."

Discussion

Page metadata
Field Value
type claim
id persuasive-social-visualizations-increase-lss-engagement
title Introducing socially-oriented persuasive strategies as social visualizations in a learning support system increases students' engagement in online learning activities.
description Introducing socially-oriented persuasive strategies as social visualizations in a learning support system increases students' engagement in online learning activities.
status review
evidence_strength moderate
newest_evidence 2021
generated by process:wiki-ingest on 2026-10-28
trust unverified — no one has confirmed this page's content
sources 2 — orji-2021, orji-2021-2

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