Chatbot-guided feedback SRL produced a significant interaction between feedback method and website design performance over time, with the groups differing only on the second website¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Design limits · Yen-Fen Lee 2025: groups were assigned but students were analysed as independent · Yen-Fen Lee 2025 (2): groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-29)

Subclaims¶

q2 i2 A repeated measures ANOVA revealed a significant interaction between feedback method and website design performance over time (F(1,45) = 6.54, p = 0.01, η² = .13). → Yen-Fen Lee 2025 q2 i? Simple main effects showed no significant difference between the experimental and control groups on the first website (F(1,45) = 0.43, p = 0.52) but a significant difference on the second (F(1,45) = 15.70, p < 0.001); no effect size was printed for these simple main effects. → Yen-Fen Lee 2025 (2)

Evidence¶

Yen-Fen Lee 2025¶

Yen-Fen Lee, Gwo-Jen Hwang, Pei-Ying Chen. (2025). Technology-based interactive guidance to promote learning performance and self-regulation: a chatbot-assisted self-regulated learning approach. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10478-x

q2 · i2 · causal · r1

Repeated measures ANOVA of website design performance across two work submissions in the quasi-experiment (experimental N = 23, control N = 24) revealed "a significant interaction between the feedback method and website design performance" with F(1, 45) = 6.54 (p = 0.01), η² = .13.

"we used a repeated measures ANOVA, as shown in Table 4, and the results revealed a significant interaction between the feedback method and website design performance with F(1, 45) = 6.54 (p = 0.01)."

Yen-Fen Lee 2025 (2)¶

Yen-Fen Lee, Gwo-Jen Hwang, Pei-Ying Chen. (2025). Technology-based interactive guidance to promote learning performance and self-regulation: a chatbot-assisted self-regulated learning approach. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10478-x

q2 · i? · causal · r1

Simple main-effect analysis of time on website design performance (Table 5) showed no group difference on the first website but a significant difference on the second; the profile plot showed "the experimental group had a greater slope compared to the control group." No effect size was printed for these simple main effects.

"There was no significant difference between the experimental and control groups in the first website entry results (F(1,45) = 0.43, p = 0.52), but there was a significant difference in the second website entry results (F (1,45) = 15.70, p < 0.001)"

Discussion¶

Related Claims¶

• In the control group, first and second website performance correlated with learning motivation but not with the other measures — related
• In the experimental group, second website performance correlated with motivation, attitude, and SRL while first website performance did not — related
• Web-based SRL training interventions produced statistically significant group by time interactions on the SRL subscales planning, self-motivation, volition, elaboration and metacognition, but not on goal-setting or reflection — a broader claim this one bears on
• In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — a broader claim this one bears on
• AI-generated (GPT-4) feedback produced no greater linguistic progress than human tutor feedback among ENL students over six weeks — related
• SRL support modules (progress dashboard and reflection prompts) in a flipped unit produced higher SRL skills, engagement, and learning performance than control — related