Procedural learning gains did not differ significantly between the combined and ITS-only conditions in either country¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No significant effect of condition on procedural learning gain was detected in Germany or the UK, despite combination-condition students using the ITS for only about half the time. → Mavrikis 2022

Evidence¶

Mavrikis 2022¶

Mavrikis, M., Rummel, N., Wiedmann, M., Loibl, K., & Holmes, W. (2022). Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Education Tech Research Dev, 70, 691–712. https://doi.org/10.1007/s11423-022-10104-0

q2 · i? · causal · r2

Follow-up univariate ANOVAs on procedural subscale scores in both quasi-experimental studies found no significant condition effect; the interaction term was also non-significant (Germany F(1,149) = 2.552; UK F(1,119) = 2.279).

"We could not detect a significant effect of the conditions on the procedural learning gain for participants from either Germany or the UK."

Discussion¶

Related Claims¶

• In the German study, students using the combined ITS & ELE condition showed significant conceptual learning gains while the ITS-only condition did not — related
• Multivariate ANOVAs showed a significant time-of-measurement by condition interaction on fractions scores in both countries — related
• In the UK study, students using the combined ITS & ELE condition showed significant conceptual learning gains while the ITS-only condition did not — related