Theory-based feedback in EER-Tutor was more effective in supporting learning than the original designer-intuition feedback¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who received theory-based feedback (blame assignment plus remediation of the violated domain principle, per learning from performance errors theory) learned constraints faster than students who received the original EER-Tutor feedback. → Antonija Mitrovic & Pramuditha Suraweera 2016

Evidence¶

Antonija Mitrovic & Pramuditha Suraweera 2016¶

Antonija Mitrovic & Pramuditha Suraweera. (2016). Teaching Database Design with Constraint-Based Tutors. Int J Artif Intell Educ 26:448–456. https://doi.org/10.1007/s40593-015-0084-6

q2 · i? · causal · r?

A study comparing EER-Tutor to a version providing theory-based feedback re-engineered according to Ohlsson's theory of learning from performance errors. The article reports that "theory-based feedback is more effective in supporting learning"; no effect size is printed.

"The results of evaluation showed that theory-based feedback is more effective in supporting learning: students who received such feedback learned constraints faster than the students who received the original EER-Tutor feedback (Zakharov et al. 2005)."

Discussion¶

Related Claims¶

• Hint-level feedback about violated domain principles produced faster and more effective learning than other feedback levels in SQL-Tutor — related
• Students receiving adaptive tutorial dialogues in EER-Tutor outperformed peers receiving non-adaptive dialogues, with effect size 0.69 on learning gains — related