Scooter the Tutor was associated with a marginally significant reduction in observed gaming among middle-school math students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? 33% of control students versus 18% of experimental students were observed gaming, a sizeable but only marginally significant reduction; gamers who remained did not game less. → Koedinger 2008

Evidence¶

Koedinger 2008¶

Koedinger, K., Aleven, V., Roll, I., & Baker, R. (2008). In vivo experiments on whether supporting metacognition in intelligent tutoring systems yields robust learning. https://learnlab.org/

q3 · i? · causal · r2

In vivo experiment within a year-long Cognitive Tutor middle-school curriculum, 51 students per condition, with quantitative field observations of gaming. The reduction was "only marginally significant"; no effect size is printed.

"The Scooter intervention was associated with a sizeable, though only marginally significant, reduction in the frequency of observed gaming. 33% of students were seen gaming in the control condition (using quantitative field observations), while 18% of students were seen gaming in the experimental condition."

Discussion¶

Related Claims¶

• Students receiving the most Scooter supplementary exercises showed significantly better learning and caught up by post-test, though there was no overall between-condition learning effect
• Students receiving personalized problems gamed the tutoring system less during the personalized unit, with no difference in a later unit — related
• An automated agent responding to detected gaming-the-system reduced gaming by half and improved gaming students' learning — related