Only the high-dose VSDR group showed statistically significant improvement in ICT subject knowledge, from pre-test to post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The high-dose group improved significantly in ICT subject knowledge [t(25)=3.537, p=0.002]; the low-dose group's gain was not statistically significant [t(26)=0.844, p=0.406]; pre-test scores did not differ between groups [t(51)=0.642, p=0.524]. → Pengjin Wang · Fan Chen · Deliang Wang · Gaowei Chen 2025

Evidence¶

Pengjin Wang · Fan Chen · Deliang Wang · Gaowei Chen 2025¶

Pengjin Wang · Fan Chen · Deliang Wang · Gaowei Chen (2025). Enhancing students' dialogic reflection through classroom discourse visualisation. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09443-2

q3 · i? · causal · r1

Paired-samples t-test of pre–post ICT subject knowledge in a 3-month case study with 53 second-grade students; high-dose means rose "from the pre-test (M = 4.77, SD = 1.18) to the post-test (M = 5.65, SD = 0.56)" [t(25) = 3.537, p = 0.002], statistically significant. Low-dose gain was not significant [t(26) = 0.844, p = 0.406]; equivalence was not tested.

"for the high-dose group, there was a statistically significant enhancement in ICT subject knowledge, with scores rising from the pre-test (M = 4.77, SD = 1.18) to the post-test (M = 5.65, SD = 0.56) [t(25) = 3.537, p = 0.002]."

Discussion¶

Related Claims¶

• Student proportion of words spoken in whole-class talk increased in both dose groups after VSDR — related