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Evaluation of animalwatch: An intelligent tutoring system for arithmetic and fractions
- Journal of Interactive Online Learning
, 2010
"... Three studies were conducted with middle school students to evaluate a web-based intelligent tutoring system (ITS) for arithmetic and fractions. The studies involved pre and post test comparisons, as well as group comparisons to assess the impact of the ITS on students ’ math problem solving. Result ..."
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Cited by 5 (3 self)
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Three studies were conducted with middle school students to evaluate a web-based intelligent tutoring system (ITS) for arithmetic and fractions. The studies involved pre and post test comparisons, as well as group comparisons to assess the impact of the ITS on students ’ math problem solving. Results indicated that students improved from pre to post test after working with the ITS, whereas students who simply repeated the tests showed no improvement. Students who had more sessions with the ITS improved more than those with less access to the software. Improvement was greatest for students with the weakest initial math skills, who were also most likely to use the multimedia help resources for learning that were integrated into the software.
Does computer use promote the mathematical proficiency of ELL students
- Journal of Educational Computing Research
, 2010
"... The study explored the effects of computer use on the mathematical per-formance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early Childhood Longitudinal Survey Kindergarten Cohort (E ..."
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The study explored the effects of computer use on the mathematical per-formance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early Childhood Longitudinal Survey Kindergarten Cohort (ECLS-K), and adopted proper weights. The study conducted both cross-sectional and longitudinal analyses to examine the direct and longitudinal effects of three types of computer use: home computer access, computer use for various purposes, and computer use for math. The study found positive effects of home computer access and computer use for various purposes for English-speaking groups. It is important to note that computer use for math was associated with a reduced gap in math achievement between native English-speaking and ELL students. In particular, when Hispanic and Asian students frequently used computers for math, they showed high math per-formances when compared with their English-speaking counterparts.
Does Immediate Feedback While Doing Homework Improve Learning?
"... Much of the literature surrounding the effectiveness of intelligent tutoring systems has focused on the type of feedback students receive. Current research suggests that the timing of feedback also plays a role in improved learning. Some researchers have shown that delaying feedback might lead to a ..."
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Much of the literature surrounding the effectiveness of intelligent tutoring systems has focused on the type of feedback students receive. Current research suggests that the timing of feedback also plays a role in improved learning. Some researchers have shown that delaying feedback might lead to a “desirable difficulty”, where students ’ performance while practicing is lower, but they in fact learn more. Others using Cognitive Tutors have suggested delaying feedback is bad, but those students were using a system that gave detailed assistance. Many web-based homework systems give only correctness feedback (e.g. web-assign). Should such systems give immediate feedback or might it be better for that feedback to be delayed? It is hypothesized that immediate feedback will lead to better learning than delayed feedback. In a randomized controlled crossover-“within-subjects” design, 61 seventh grade math students participated. In one condition students received correctness feedback immediately, while doing their homework, while in the other condition, the exact same feedback was delayed, to when they checked their homework the next day in class. The results show that when given feedback immediately students learned more than when receiving the same feedback delayed.
Tracing Knowledge and Engagement in Parallel in an Intelligent Tutoring System
"... Two of the major goals in Educational Data Mining are determining students ’ state of knowledge and determining whether students are affectively engaged with the task and in positive affective states. These two problems are usually examined separately and multiple methods have been proposed to solve ..."
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Two of the major goals in Educational Data Mining are determining students ’ state of knowledge and determining whether students are affectively engaged with the task and in positive affective states. These two problems are usually examined separately and multiple methods have been proposed to solve each of them. However, little work has been done on tracing both of these states in parallel and the combined effect on a student’s performance. In this work, we propose a model for tracing student engagement in parallel with knowledge as the student uses an Intelligent Tutoring System. We then compare this model to existing methods of tracing student knowledge and engagement.
Traditional vs. Online Homework in College Algebra
- Mathematics and Computer Education
, 2010
"... ABSTRACT A year long study was conducted in multiple sections of College Algebra by the authors using a system of both traditional paper homework and online homework assignments. The online homework system was Pearson/Addison-Wesley's CourseCompass which was integrated with the textbook. This ..."
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ABSTRACT A year long study was conducted in multiple sections of College Algebra by the authors using a system of both traditional paper homework and online homework assignments. The online homework system was Pearson/Addison-Wesley's CourseCompass which was integrated with the textbook. This system allows the students multiple attempts at problems with extensive hints and examples while providing instant feedback for every problem. Data was collected from both groups including in-class exam scores, final exam scores, and homework averages. Of particular interest to the investigators was whether one method would help facilitate the understanding and retention of the material better than the other. We present the analysis and the conclusions.
A Comparison of Student Perceptions of Traditional versus Online Homework in an Introductory Operations Management Course
"... Student perceptions of different homework methods -traditional pencil-andpaper instructor-graded homework, modifi ed traditional instructor-graded homework, and online homework (automatically computer-graded) in an introduction to operations management course are analyzed. Students perceive value i ..."
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Student perceptions of different homework methods -traditional pencil-andpaper instructor-graded homework, modifi ed traditional instructor-graded homework, and online homework (automatically computer-graded) in an introduction to operations management course are analyzed. Students perceive value in homework as a learning tool -regardless of the specifi c methodology used for homework. Contrasting with more optimistic perception studies, only slightly more than half (51.22%) prefer online homework to the more traditional homework methods. With the continued proliferation of technology such as online homework into the classroom, educators and administrators need to work with students to improve student's perceptions and capabilities in the online environment. Keywords: undergraduate student perceptions homework online LITERATURE REVIEW As education continues to add evolving technology into the delivery methods, instructors need to evaluate the relevance of the various activities used to assess student performance, particularly as more courses and programs transition to the online environment. The techniques, whether
unknown title
, 2012
"... The Art of Digital Publishing: A foundation of combined standards to support the future of publishing ..."
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The Art of Digital Publishing: A foundation of combined standards to support the future of publishing
Tutoring, Intelligent Tutoring Systems, and Other Tutoring Systems
, 2011
"... Full terms and conditions of use: ..."
Running Head: ITS Evaluation Evaluation of AnimalWatch: An intelligent tutoring system for arithmetic and fractions
"... Three studies were conducted with middle school students to evaluate a web-based intelligent tutoring system (ITS) for arithmetic and fractions. The studies involved pre and post test comparisons, as well as group comparisons to assess the impact of the ITS on students ’ math problem solving. Result ..."
Abstract
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Three studies were conducted with middle school students to evaluate a web-based intelligent tutoring system (ITS) for arithmetic and fractions. The studies involved pre and post test comparisons, as well as group comparisons to assess the impact of the ITS on students ’ math problem solving. Results indicated that students improved from pre to post test after working with the ITS, whereas students who simply repeated the tests showed no improvement. Students who had more sessions with the ITS improved more than those with less access to the software. Improvement was greatest for students with the weakest initial math skills, who were also most likely to use the multimedia help resources for learning that were integrated into the software. ITS EVALUATION 3 Evaluation of AnimalWatch: An intelligent tutoring system for arithmetic and fractions In recent years, there has been increasing interest in the factors that lead K12 teachers to adopt or avoid technology-based learning activities in their classrooms (Barron, Kemker, Harmes
Cost-Effective, Actionable Engagement Detection at Scale
"... Costs of educational measures and interventions have important real-world implications, made more pertinent when used at scale. Traditional measures of engagement (e.g., video and field observations) scale linearly, so that expanding from 10 classrooms to 100 can incur 10 times the cost. By contrast ..."
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Costs of educational measures and interventions have important real-world implications, made more pertinent when used at scale. Traditional measures of engagement (e.g., video and field observations) scale linearly, so that expanding from 10 classrooms to 100 can incur 10 times the cost. By contrast, the cost of applying an automated sensor-free detector of student engagement is independent of the size of the data set. While the development and validation of such detectors requires an initial investment, once this cost is amortized across large data sets, the cost per student/hour is quite modest. In addition, these detectors can be reused each year at minimal additional cost. In this paper, we provide a formal cost analysis of automated detectors of engagement for ASSISTments.
