WOZ I showed a descriptive pre-to-post improvement in students' programming ability, with no statistical significance calculated¶

Claim · All claims
Evidence · 1 study · qualitative r? · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? On the validated programming-abilities test, WOZ I students answered 65% of tasks correctly post-intervention with M = 5 (SD = 4.6), a positive descriptive trend; no significance test was computed. → Sandra Schulz · Bruce M. McLaren · Niels Pinkwart 2023

Evidence¶

Sandra Schulz · Bruce M. McLaren · Niels Pinkwart 2023¶

Sandra Schulz · Bruce M. McLaren · Niels Pinkwart. (2023). Towards a Tutoring System to Support Robotics Activities in Classrooms – Two Wizard-of-Oz Studies. International Journal of Artificial Intelligence in Education 33. https://doi.org/10.1007/s40593-022-00305-2

q1 · i? · qualitative · r?

Descriptive pre- and post-test comparison in WOZ I using a validated psychometric test of control-structure use (0–7 points). Post-intervention, students “answered 65% of all tasks correctly” with M = 5 (SD = 4.6); the authors describe a slight improvement and report that no statistical significance was calculated due to the small number of participants.

"The students achieved scores between one and seven points, and answered 65% of all tasks correctly. With M = 5 ( SD = 4.6 ), the mean score also shows a positive trend."

Discussion¶

Related Claims¶

• In the first WOZ I intervention, students' problems lay mostly in the software category, especially the programming environment — related
• High school novices show large CT learning gains after using RoboBlockly Studio, improving Bebras performance from 1.28 to 2.88 of 4 tasks — related
• In WOZ I, students reported the cognitive-model-based wizard feedback as helpful for understanding and solving robotics problems — related
• Matching system goal-orientation feedback to child's goal orientation may improve learning gains — related