The acquired strategy-selection knowledge did not make PROTO-TEG more efficient in terms of student performance¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 1989 · 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? Despite discovering conditions for five of nine strategies, the new knowledge did not lead to greater student performance efficiency. → Dillenbourg 1989
Evidence¶
Dillenbourg 1989¶
Dillenbourg, P. (1989). The design of a self-improving tutor: PROTO-TEG. Instructional Science, 18(3), 193–216. https://doi.org/10.1007/BF00053359
q2 · i? · design · r2
The article reports a null outcome: the self-improving knowledge acquired in the experiment "did not lead to PROTO-TEG being more efficient in terms of student performance". No effect size or test statistic is printed in the available text, so the magnitude of any difference is unknown.
"However, this new knowledge did not lead to PROTO-TEG being more efficient in terms of student performance."
Discussion¶
Related Claims¶
- An empirical experiment discovered applicability conditions for five of PROTO-TEG's nine didactic strategies — related
- In simulated mastery learning, system constraints left most other task-selection strategies' overpractice stable while sharply reducing it under the outlier risk-averse strategy — reports the opposite
- Faster rate of learning may be negatively related to long-term retention (efficiency-effectiveness trade-off) — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
proto-teg-self-improvement-no-student-performance-gain |
title |
The acquired strategy-selection knowledge did not make PROTO-TEG more efficient in terms of student performance |
description |
The acquired strategy-selection knowledge did not make PROTO-TEG more efficient in terms of student performance |
status |
review |
evidence_strength |
weak |
newest_evidence |
1989 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dillenbourg-1989 |
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