In the 2012 study, classes using Wayang showed significantly larger MAP gains in patterns and algebra than control classes (d = 0.38)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3 · i1–i2
Currency · newest study 2014 · checked against its sources 2026-10-27 (automated, 2 of 2 entries) · not reviewed by a person
Design limits · Arroyo 2014: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-27)

Subclaims¶

q3 i1 Seventh and eighth graders using Wayang showed significantly larger beginning-to-end-of-year gains than controls on the patterns and algebra section of the MAP test (p<0.01, Cohen's d = 0.38). → Arroyo 2014 q3 i2 Eighth graders alone showed the largest gains in MAP-Algebra/Patterns relative to other areas, with an effect size of d = 0.77, in the area teachers had preset Wayang to focus on. → Arroyo 2014 (2)

Evidence¶

Arroyo 2014¶

Arroyo, I., Woolf, B. P., Burelson, W., Muldner, K., Rai, D., & Tai, M. (2014). A Multimedia Adaptive Tutoring System for Mathematics that Addresses Cognition, Metacognition and Affect. Int J Artif Intell Educ 24:387–426. https://doi.org/10.1007/s40593-014-0023-y

q3 · i1 · causal · r1

Controlled 2012 study with 198 seventh and eighth graders in one Massachusetts school: half the math classes were assigned to Wayang use about once a month all year (the article does not say the assignment was random, and the split was uneven across grades); MAP given at beginning and end of year. The article reports "a significant difference in student gains" for patterns and algebra with Cohen's d = 0.38. A between-group difference from class-level assignment, not a randomised test of Wayang's effect.

"indicated a significant difference in student gains from the beginning to the end of the year for one specific area of the mathematics curriculum, the “patterns and algebra” section of MAP , between the control and Wayang groups (p<0.01 *, ef fect sizeCohen’sd = 0.38)."

Arroyo 2014 (2)¶

Arroyo, I., Woolf, B. P., Burelson, W., Muldner, K., Rai, D., & Tai, M. (2014). A Multimedia Adaptive Tutoring System for Mathematics that Addresses Cognition, Metacognition and Affect. Int J Artif Intell Educ 24:387–426. https://doi.org/10.1007/s40593-014-0023-y

q3 · i2 · causal · r1

Secondary analysis of eighth graders in the same 2012 study, whose teachers had tailored Wayang content mostly to algebra knowledge units (6109 algebra-related problems, 72% of problems seen). The article reports "largest gains in MAP-Algebra/Patterns than other areas, with an effect size of d= 0.77".

"A more detailed analysis of eighth grade students alone showed largest gains in MAP-Algebra/Patterns than other areas, with an effect size of d= 0.77."

Discussion¶

Related Claims¶

• Students using Wayang Outpost earned higher state standardized test (MCAS) scores at year end than matched control students — related