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¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The top third of students by supplementary exercises received had significantly better learning than the other two thirds, starting behind but catching up by post-test. → 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? · associational · r1

Secondary analysis of the Scooter in vivo experiment relating supplementary-exercise dosage to pre-post learning gains (Figures 8 and 9). The most-supplemented third "started out behind the rest of the class, but caught up by the post-test"; no effect size printed.

"The third of students (out of the overall sample) that received the most supplementary exercises had significantly better learning than the other two thirds of the students, as shown in Figure 8."

Discussion¶

Related Claims¶

• No supplemental intervention was significantly better than another, and gains were not tied to program type — related
• Scooter the Tutor was associated with a marginally significant reduction in observed gaming among middle-school math students
• An automated agent responding to detected gaming-the-system reduced gaming by half and improved gaming students' learning — related