eduevidence 5.2.0 → 6.2.0

package/examples/spaced-retrieval-practice/result.json

@@ -0,0 +1,942 @@
+{
+  "meta": {
+    "skill": "eduevidence",
+    "version": "6.2.0",
+    "generated_at": "2026-09-12T00:00:00+00:00",
+    "mode": "platform_native",
+    "question": "在大学的程序设计入门课程中，是否应该用间隔重复与检索练习替代传统的集中式复习？这对学生的长期知识保持是否有效？",
+    "data_origin": "real_run_sciverse",
+    "domain": "education"
+  },
+  "research_frame": {
+    "question": "在大学的程序设计入门课程中，是否应该用间隔重复与检索练习替代传统的集中式复习？这对学生的长期知识保持是否有效？",
+    "decision_target": "teaching_decision",
+    "learner": {
+      "education_level": "undergraduate_year_1",
+      "major": "computer_science",
+      "prior_knowledge": "no prior programming experience",
+      "special_characteristics": "large lecture with weekly labs"
+    },
+    "course": {
+      "subject": "introductory_programming",
+      "course_type": "lecture_lab",
+      "duration": "16 weeks, one semester"
+    },
+    "intervention": {
+      "teaching_method": "spaced retrieval practice",
+      "ai_tool": "",
+      "allowed_usage": "",
+      "frequency": "weekly short closed-book retrieval",
+      "duration": "one semester"
+    },
+    "comparison": "concentrated review before exams (business as usual)",
+    "outcomes": {
+      "primary": [
+        "retention",
+        "transfer"
+      ],
+      "secondary": [
+        "knowledge_gain",
+        "independent_problem_solving"
+      ],
+      "risk": [
+        "reduced_effort"
+      ]
+    },
+    "context": {
+      "teacher_support": "TA supported",
+      "class_size": "large",
+      "online_or_offline": "offline"
+    },
+    "scope": {
+      "time_range": "2000-2026",
+      "geography": "global",
+      "study_types": [
+        "rct",
+        "quasi_experimental"
+      ]
+    },
+    "inclusion_criteria": [
+      "measures delayed retention or transfer",
+      "novice programming or STEM learners"
+    ],
+    "exclusion_criteria": [
+      "no delayed measurement",
+      "purely correlational"
+    ],
+    "success_condition": "delayed retention improves or holds while transfer does not decline"
+  },
+  "decision": {
+    "decision_question": "是否应该用间隔重复与检索练习替代传统集中式复习？",
+    "target_population": "First-year students in an undergraduate introductory programming course",
+    "target_context": "16-week lecture-plus-lab course, large class, TA support, offline",
+    "supported_claims": [
+      "Spaced retrieval practice reliably outperforms concentrated review on delayed retention.",
+      "Covert and overt retrieval produce comparable benefits, so the format is flexible.",
+      "Practising more retrieval routes improves transfer, so the value is not limited to memorisation."
+    ],
+    "uncertain_claims": [
+      "Direct classroom evidence from programming courses is thinner than the lab evidence [no direct evidence].",
+      "Benefit size depends on material difficulty and feedback design; the optimal spacing is unsettled."
+    ],
+    "contradicted_claims": [],
+    "reason_for_disagreement": "The gap reflects ecological validity between laboratory and classroom settings; the direction of the evidence does not conflict.",
+    "methodology_summary": "Included studies are mainly randomised trials and meta-analyses, most with a delayed post-test; field studies are fewer.",
+    "outcome_specific_findings": {
+      "retention": "positive across studies",
+      "transfer": "positive but thinner evidence"
+    },
+    "short_term_effect": "Short-term retention also benefits, with the effect tied to the spacing interval used.",
+    "long_term_effect": "Delayed retention is the outcome with the most consistent evidence.",
+    "transfer_effect": "Transfer shows positive evidence, though from fewer studies than retention.",
+    "risk_effect": "No significant risk found; poorly designed practice may still add cognitive load.",
+    "applicability": {
+      "status": "ASSESSED",
+      "suitable_for": "Introductory programming courses with fixed contact hours where weekly short practice can be scheduled reliably",
+      "not_suitable_for": "Courses without a regular review slot, or settings where a delayed post-test cannot be guaranteed",
+      "required_conditions": [
+        "Weekly short retrieval practice",
+        "A common delayed post-test protocol"
+      ]
+    },
+    "confidence": "High",
+    "confidence_breakdown": {
+      "score": 0.893,
+      "evidence_quality": 0.755,
+      "consistency": 1.0,
+      "directness": 0.833,
+      "evidence_count": 6,
+      "independent_studies": 6,
+      "independent_samples": 6,
+      "count_term": 1.0,
+      "conflict_penalty": 0.0,
+      "unsupported_penalty": 0.0
+    },
+    "recommended_action": "adopt",
+    "decision_rationale": "Delayed retention and transfer — the two primary outcomes — carry direct and consistent evidence (randomised trials and meta-analyses at directness 2), with low implementation cost and little risk, so course-level adoption is supported. The optimal spacing schedule and the thin classroom evidence from programming courses remain recorded uncertainties to monitor after adoption rather than reasons to withhold it.",
+    "strongest_support": "Spaced retrieval practice consistently beats concentrated review on delayed retention across randomised trials and meta-analyses.",
+    "key_uncertainty": "Direct classroom evidence from programming courses is thinner than the psychology-lab evidence, and the optimal spacing schedule is unresolved.",
+    "main_risk": "Poorly designed practice can add cognitive load, and the size of the benefit depends on material difficulty and feedback design.",
+    "next_action": "Adopt weekly short closed-book retrieval practice inside the introductory programming course, verified by a common delayed post-test; fall back to pilot status for review if delayed retention drops below baseline or practice completion stays under 60%.",
+    "missing_evidence": [
+      "Randomised field studies inside programming courses",
+      "Direct comparisons of different spacing schedules"
+    ],
+    "what_can_be_claimed": [
+      "On delayed retention, spaced retrieval beats concentrated review",
+      "The format can range from covert to overt"
+    ],
+    "what_cannot_be_claimed": [
+      "That any specific programming course will see the same effect size",
+      "That a single optimal spacing schedule exists"
+    ],
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+    "confidence_score": 0.893,
+    "confidence_policy_version": "2026-08-12.v3",
+    "independent_studies": 6,
+    "independent_samples": 6
+  },
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+      "positive_count": 4,
+      "negative_count": 0,
+      "null_count": 1,
+      "evidence_ids": [
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+      "negative_count": 0,
+      "null_count": 0,
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+        "E-006"
+      ]
+    }
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+        "E-002",
+        "E-003",
+        "E-004"
+      ],
+      "status": "SUPPORTED",
+      "scope": "introductory programming novices"
+    },
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+      "claim_id": "C-002",
+      "text": "The size of the retention benefit depends on design and materials",
+      "evidence_ids": [
+        "E-004",
+        "E-005"
+      ],
+      "status": "SUPPORTED",
+      "scope": "introductory programming novices"
+    },
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+      "claim_id": "C-003",
+      "text": "Retrieval practice also supports transfer, not just memory",
+      "evidence_ids": [
+        "E-006"
+      ],
+      "status": "SUPPORTED",
+      "scope": "introductory programming novices"
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+      "study_id": "STUDY-KARPICKE-2007",
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+      "claim": "Expanding retrieval practice beats massed practice on delayed retention and improves retrieval efficiency.",
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+        "D5_directness": 2
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+      "outcome_measure": "delayed cued recall",
+      "method": "randomised experiment",
+      "applicability": {
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+        "subject_match": "general_materials",
+        "tool_match": "not_applicable"
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+      "education_level": "undergraduate",
+      "intervention": "retrieval practice",
+      "comparison": "restudy or massed practice",
+      "strengths": [
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+      "study_id": "STUDY-SMITH-2013",
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+      "claim": "Covert retrieval practice produces retention benefits comparable to overt retrieval.",
+      "outcome_type": "retention",
+      "relation_to_claim": "support",
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+      "claim": "Introducing spaced retrieval practice into a real course measurably improves students long-term retention.",
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+      "effect_direction": "positive",
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+      "claim": "Retrieval practice benefits long-term retention, with benefit size moderated by material difficulty and feedback design.",
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