Students rated the application positively on a semantic differential scale, but finding time to use it and doing exercises were scored easy with a bias toward hard¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · 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? Grouped by Osgood's dimensions, evaluative (M = 2.03) and strength (M = 2.04) scored higher than activity (M = 1.14), which measured lowest. → Whitaker 2016
Evidence¶
Whitaker 2016¶
Whitaker, J. T. (2016). Evaluating the Effectiveness of Computer Applications in Developing English Learning. International Journal of Environmental & Science Education, 11(18), 12947-12958. http://creativecommons.org/licenses/by/4.0/
q2 · i? · causal · r1
Dimension-level grouping of the same semantic differential survey using Osgood's (1952) evaluative, strength, and activity factors; the activity dimension measured lowest, which the author reads as students being challenged by finding time and by exercise difficulty.
"Grouping the survey questions in terms of dimension produced evaluative (M = 2.03, SD = 1.16), strength (M = 2.04, SD = 0.97), and activity (M = 1.14, SD = 1.52) results. Activity measured the lowest mean result indicating the students were challenged by finding time to use the software and by the difficulty of the exercises."
Discussion¶
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