Causes of Heterogeneity in Nationwide, Online Utility Value Interventions

• In Event: Motivation Interventions Unleashed: Considering Context and Culture in STEM

Abstract

We conducted and meta-analyzed online Utility-Value interventions involving 28,709 algebra students in 2,459 distinct classes, investigating the contextual factors that influence where the intervention has immediate effects, and where these effects persist. Overall, students’ ability to complete a higher-quality written reflection was the most important predictor of where the intervention immediately promoted interest in math. However, students’ ability to be successful in the course may have mattered more for sustaining change over time. In addition to providing initial evidence about the causes of heterogeneity in utility-value interventions, this study demonstrates the promise of intervening in online platforms with wide reach to study where and for whom an intervention can succeed.

Authors

• Michael W. Asher, Carnegie Mellon University

• Paulo Carvalho, Carnegie Mellon University

• April Murphy, Carnegie Learning, Inc.

• Kole Norberg, University of Pittsburgh

• Stephen Edward Fancsali, Carnegie Learning, Inc.

• Kenneth R. Koedinger, Carnegie Mellon University

• Judith Harackiewicz, University of Wisconsin - Madison