The first (1998) evaluation of SQL-Tutor showed students learned from the system and found it useful and easy to use¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An uncontrolled 1998 study with volunteers confirmed that constraints are an appropriate formalism for representing task knowledge and that students learned from SQL-Tutor. → Mitrovic 2015

Evidence¶

Mitrovic 2015¶

Mitrovic, A., & Ohlsson, S. (2015). Implementing CBM: SQL-Tutor After Fifteen Years. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-015-0049-9

q2 · i? · design · r2

The article reports the first evaluation study of SQL-Tutor, conducted in 1998 with volunteers and no control condition. The authors state it "confirmed that constraints are an appropriate formalism" and that students learned and found the system useful. No effect sizes are printed.

"Although the study was uncontrolled, with volunteers using the system, it confirmed that constraints are an appropriate formalism for representing the task knowledge, and also that students learned from the system and found it useful and easy to use."

Discussion¶

Related Claims¶

• Adding positive feedback let students complete the same SQL-Tutor learning tasks in half the time with the same learning improvement — related
• High- and Low-Agency conditions in SQL-Tutor do not differ in learning outcomes, though both improve significantly from pre- to post-test — related
• Hint-level feedback about violated domain principles produced faster and more effective learning than other feedback levels in SQL-Tutor — related
• HPK students improved significantly only in the Low-Agency condition, with a large post-test advantage over HPK peers in High-Agency (d = .95) — related