In the UK study, students using the combined ITS & ELE condition showed significant conceptual learning gains while the ITS-only condition did not¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Design limits · Mavrikis 2022: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-29)

Subclaims¶

q2 i1 UK Year 4 and 5 students in the ITS & ELE condition gained conceptual fractions knowledge (d = 0.58) whereas the ITS-only condition's conceptual scores decreased descriptively (d = −0.21, CI including zero). → Mavrikis 2022

Evidence¶

Mavrikis 2022¶

Mavrikis, M., Rummel, N., Wiedmann, M., Loibl, K., & Holmes, W. (2022). Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge. Education Tech Research Dev, 70, 691–712. https://doi.org/10.1007/s11423-022-10104-0

q2 · i1 · causal · r2

Quasi-experimental study with UK primary students aged 8–10 from three schools (N ITS & ELE = 61, N ITS only = 60). Table 1 reports UK conceptual effect size "0.58 [.22, .94]" for ITS & ELE versus "− 0.21" for ITS only.

"UK ITS & ELE 1.00 0.95 1.52 0.85 0.58 [.22, .94] ITS only 0.88 0.92 0.70 0.77 − 0.21 [− .57, .15]"

Discussion¶

Related Claims¶

• In the German study, students using the combined ITS & ELE condition showed significant conceptual learning gains while the ITS-only condition did not — related
• Procedural learning gains did not differ significantly between the combined and ITS-only conditions in either country — related
• Multivariate ANOVAs showed a significant time-of-measurement by condition interaction on fractions scores in both countries — related
• 4th and 5th grade students learning fractions with an ITS show significant learning gains in individual, collaborative, and combined conditions — related