Qualitative interviews with 23 students support the survey results, indicating the digital tutor supported students' learning processes¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 23 face-to-face qualitative interviews, students stated the digital tutor supported their learning, particularly highlighting the formative assessments, asking for specific terms, and 24-hour availability. → Sebastian Hobert 2023 q2 i? Students evaluated the audience response functionality as useful because it let them give lecturers and teaching assistants instant feedback during lectures and tutorials. → Sebastian Hobert 2023 (2)

Evidence¶

Sebastian Hobert 2023¶

Sebastian Hobert, Florian Berens. (2023). Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10293-2

q2 · i? · design · r2

Qualitative interview study with 23 students, conducted face-to-face, recorded, transcribed, coded, and translated. Students reported the tutor "supports my learning, as the digital tutor offers me good guidance" and highlighted practicing exercises and looking up specific terms.

"Overall, the qualitative interviews with the students support the quantitative results. Students stated, for instance, that the digital tutor "supports my learning, as the digital tutor offers me good guidance" (Studentfinal23)"

Sebastian Hobert 2023 (2)¶

Sebastian Hobert, Florian Berens. (2023). Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10293-2

q2 · i? · design · r2

Same 23-interview study. The article reports students found the audience response functionality useful for instant in-class feedback, illustrated by Studentfinal23's statement that live votings force participation and let the lecturer go into more detail about what students want.

"the students also evaluated the audience response functionality as useful because it allowed them to provide the lecturer and the teaching assistants instant feedback during in-class lectures and tutorial sessions."

Discussion¶

Related Claims¶

• Students rated all student-facing design principles positively, with formative assessment and learning content rated highest (above 6 on a 7-point scale) — a broader claim this one bears on