Tutor-based practice produced greater learning gains than paper-based practice on matched problem sets¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in the tutor-based condition showed greater learning gains than those in the paper-based condition (t(62.30) = 2.38, p = .020). → Xinfei Cen 2026

Evidence¶

Xinfei Cen 2026¶

Xinfei Cen, Vincent Aleven, Kenneth R. Koedinger, Conrad Borchers, and Paulo F. Carvalho. (2026). Self-Efficacy and Favorability Shape Learning from Tutoring Systems and Paper Practice. https://arxiv.org/abs/2606.17470 doi:10.48550/arxiv.2606.17470

q2 · i? · causal · r2

Linear mixed-effects analysis of learning gains from a counterbalanced within-subject classroom study (analytic sample 54 ninth-graders) with matched problem sets. The tutor main effect was significant: "t(62.30) = 2.38,p=.020". No effect size was printed, so impact is null.

"The main effect of the practice condition (tutor vs. paper) on learning gain was statistically significant,t(62.30) = 2.38,p=.020, indicating that students in the tutor-based condition showed greater learning gains than those in the paper-based condition."

Discussion¶

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