Higher compliance with MetaTutor's revise-summary prompt is associated with larger proportional learning gains¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Students learned more when they complied more with the revise summary prompt (F1,20 = 6.17, p=.02, ηp2 =.15). → 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 · i? · printed effect is a partial η² (.15) from a seven-predictor regression on 28 students, not a d-family effect size; not converted · associational · r1

Multiple linear regression on data from a user study with 28 college students learning with MetaTutor, with proportional learning gain as the dependent variable and compliance rates for seven explicit prompts as factors. The revise summary effect was "F1,20 = 6.17, p=.02, ηp2 =.15", reported as a significant main effect. An earlier version of this entry called it both large and medium by the paper's criteria; which benchmark the paper applies is not established here.

"Revise summary (F1,20 = 6.17, p=.02, ηp2 =.15), shown Fig. 2a."

Discussion¶

Related Claims¶

• Training in text structure improves college students' summaries, but summarizing has not been shown here to improve recall or writing more than rereading or other active reading — the general claim this finding bears on, with the studies behind it

• Students' argumentative essay quality improves substantially from initial to revised drafts regardless of feedback source — the general claim this finding bears on, with the studies behind it

• 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 review-notes prompt is associated with larger proportional learning gains — related
• Higher compliance with MetaTutor's suggest-subgoal prompt is associated with larger proportional learning gains — 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
• 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
• Personalized SRL scaffolds showed higher compliance than no and non-personalized scaffolds, linked to better essay scores — related
• In the generalized condition, compliance with several suggested actions was associated with higher essay scores, with one exception: note-taking after the last scaffold was associated with lower essay scores. — related
• Prompt compliance varied widely across the four metacognitive prompts, with interactive prompts responded to more appropriately — related