Adaptive SE-Coach scaffolding improved problem-solving performance for students in the early stage of learning Newton's Laws, at p<0.05¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2016 · checked against its sources 2026-10-28 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students who had just started covering Newton's Laws learned more with the adaptive version of the tutor than with the control version, at the standard level of statistical significance p<0.05. → Conati 2016
Evidence¶
Conati 2016¶
Conati, C. (2016). Commentary on: “Toward Computer-Based Support of MetaCognitive Skills: a Computational Framework to Coach Self Explanation”. International Journal of Artificial Intelligence in Education, 26. https://doi.org/10.1007/s40593-015-0074-8
q2 · i? · review · r2
Controlled study with 56 college students taking Introductory Physics, comparing the complete SE-Coach (29 students) against a masking-interface control (27 students); the article reports the advantage was significant "At the standard level of statistical significance, p<0.05". No effect size is printed.
"students who had just started covering Newton’s Laws learned more with the adaptive version of the tutor than with the control version"
Discussion¶
Related Claims¶
- Scaffolding improves learning — a broader claim this one bears on
- Contingent scaffolding improves learning more than fixed or absent support. — a broader claim this one bears on
- Intelligent tutoring systems improve achievement over non-individualised instruction — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
se-coach-adaptive-scaffolding-early-stage-learning-gains |
title |
Adaptive SE-Coach scaffolding improved problem-solving performance for students in the early stage of learning Newton's Laws, at p<0.05 |
description |
Adaptive SE-Coach scaffolding improved problem-solving performance for students in the early stage of learning Newton's Laws, at p<0.05 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
source_checked |
2026-10-28 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — conati-2016 |
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