Higher compliance with MetaTutor's review-notes prompt is associated with larger proportional learning gains¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i3 Students learned more when they complied more with the review notes prompt (F1,20 = 7.43, p=.013, ηp2 =.16). → Lallé 2017

Evidence¶

Lallé 2017¶

Lallé, S., Mudrick, N., Conati, C., Taub, M., Azevedo, R. (2017). On the Influence on Learning of Student Compliance with Prompts Fostering Self-Regulated Learning. Proceedings of the 10th International Conference on Educational Data Mining. https://educationaldatamining.org/EDM2017/

q3 · i3 · associational · r1

Same multiple linear regression over explicit compliance rates in the 28-student MetaTutor user study. The review notes prompt showed a significant main effect, "F1,20 = 7.43, p=.013, ηp2 =.16", an effect size in the paper's medium-to-large range (ηp2 ≥ 0.13).

"Review notes (F1,20 = 7.43, p=.013, ηp2 =.16), shown Fig. 2b."

Discussion¶

Related Claims¶

• Metacognitive prompts improve learning — the general claim this finding bears on, with the studies behind it
• No behavioral measure of compliance with MetaTutor's stay-on-page and move-to-next-page prompts relates to learning gains — related
• Higher compliance with MetaTutor's suggest-subgoal prompt is associated with larger proportional learning gains — related
• Higher compliance with MetaTutor's revise-summary prompt is associated with larger proportional learning gains — related
• More fixations on the learning content after an add-subgoal prompt are associated with higher learning gains, suggesting complying with that prompt may not be effective — related
• Compliance with MetaTutor's summarize, stay-on-subgoal, move-to-next-subgoal, and open-diagram prompts shows no significant effect on learning gains — related
• Personalized SRL scaffolds showed higher compliance than no and non-personalized scaffolds, linked to better essay scores — related