Being Web-based contributed to ELM-ART's educational effectiveness: it surpassed its locally available predecessor ELM-PE despite a smaller episodic learner model¶

Claim · All claims
Evidence · 1 study · design r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The authors attribute ELM-ART surpassing ELM-PE partly to its Web-based accessibility, despite ELM-ART having a smaller episodic learner model. → Gerhard Weber & Peter Brusilovsky 2016

Evidence¶

Gerhard Weber & Peter Brusilovsky 2016¶

Gerhard Weber & Peter Brusilovsky. (2016). ELM-ART – An Interactive and Intelligent Web-Based Electronic Textbook. Int J Artif Intell Educ 26. https://doi.org/10.1007/s40593-015-0066-8

q2 · i? · design · r1

Authors' interpretation (type e) in the impact discussion, not a controlled comparison: the article states Web-based access appeared important for educational effectiveness, with ELM-ART surpassing ELM-PE despite a smaller episodic learner model. No statistics are printed.

"In case of ELM-ART it appeared to be important for educational effectiveness, ELM-ART surpassed its locally available predecessor ELM-PE despite of smaller size of its episodic learner model."

Discussion¶

Related Claims¶

• Students performed better in final programming tasks after learning with ELM-ART than with ELM-PE, especially students with lower levels of previous programming knowledge — related
• Learning the first steps of programming recursive LISP functions was easier and faster with ELM-PE's cognitive diagnosis and feedback than with the same environment without that help — related
• ELM-ART served more than 20,000 users over more than 15 years, with more than 1000 completing the whole course — related