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The nature of feedback: how different types of peer feedback affect writing performance
- Instructional Science
, 2009
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Exploring the use of individualized reflective guidance in an educational multiuser virtual environment
- Journal of Science Education and Technology
, 2007
"... This study examines the patterns of use and potential impact of individualized, reflective guidance in an educational Multi-User Virtual Environment (MUVE). A guidance system embedded within a MUVE-based scientific inquiry curriculum was implemented with a sample of middle school students in an expl ..."
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Cited by 26 (2 self)
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This study examines the patterns of use and potential impact of individualized, reflective guidance in an educational Multi-User Virtual Environment (MUVE). A guidance system embedded within a MUVE-based scientific inquiry curriculum was implemented with a sample of middle school students in an exploratory study investigating (a) whether access to the guidance system was associated with improved learning, (b) whether students viewing more guidance messages saw greater improvement on content tests than those viewing less, and (c) whether there were any differences in guidance use among boys and girls. Initial experimental findings showed that basic access to individualized guidance used with a MUVE had no measurable impact on learning. However, post-hoc exploratory analyses indicated that in-creased use of the system among those with access to it was positively associated with content test score gains. In addition, differences were found in overall learning outcomes by gender and in patterns of guidance use by boys and girls, with girls outperforming boys across a spectrum of guidance system use. Based on these exploratory findings, the paper suggests design guidelines for the development of guidance systems embedded in MUVEs and outlines directions for further research. KEY WORDS: guidance; inquiry; multi-user virtual environment; MUVE; scaffolding; science.
Optimizing worked-example instruction in electrical engineering: The role of fading and feedback during problem-solving practice
- Journal of Engineering Education
, 2009
"... How can we help college students develop problem-solving skills in engineering? To answer this question, we asked a group of engi-neering freshmen to learn about electrical circuit analysis with an instructional program that presented different problem-solving practice and feedback methods. Three fi ..."
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Cited by 15 (7 self)
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How can we help college students develop problem-solving skills in engineering? To answer this question, we asked a group of engi-neering freshmen to learn about electrical circuit analysis with an instructional program that presented different problem-solving practice and feedback methods. Three findings are of interest. First, students who practiced by solving all problem steps and those who practiced by solving a gradually increasing number of steps starting with the first step first (forward-fading practice) produced higher near-transfer scores than those who were asked to solve a gradually increasing number of steps but starting with the last step first (backward-fading practice). Second, students who received feedback immediately after attempting each problem-solving step outperformed those who received total feedback on near transfer. Finally, students who learned with backward-fading practice pro-duced higher near- and far-transfer scores when feedback included the solution of a similar worked-out problem. The theoretical and practical implications for engineering education are discussed.
Feedback Services for Exercise Assistants
, 2008
"... Immediate feedback has a positive effect on the performance of a student practising a procedural skill in exercises. Giving feedback to a number of students is labour-intensive for a teacher. To alleviate this, many electronic exercise assistants have been developed. However, many of the exercise as ..."
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Cited by 12 (10 self)
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Immediate feedback has a positive effect on the performance of a student practising a procedural skill in exercises. Giving feedback to a number of students is labour-intensive for a teacher. To alleviate this, many electronic exercise assistants have been developed. However, many of the exercise assistants have some limitations in the feedback they offer. We have a feedback engine that gives semantically rich feedback for several domains (like logic, linear algebra, arithmetic), and that can be relatively easy extended with new domains. Our feedback engine needs to have knowledge about the domain, how to reason with that knowledge (i.e. a set of rules), and a specified strategy. We offer the following types of feedback: correct/incorrect statements, distance to the solution, rulebased feedback, buggy rules, and strategy feedback. We offer the feedback functionality in the form of light-weight web services. These services are offered using different protocols, for example
Feedback in an interactive equation solver
- PROCEEDINGS OF THE WEB ADVANCED LEARNING CONFERENCE AND EXHIBITION, WEBALT 2006
, 2006
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P.: Feedback adaptation in webbased learning systems
- Special Issue of Int. J. of
, 2007
"... Abstract: Feedback provided by a learning system to its users plays an important role in web-based education. This paper presents an overview of feedback studies and then concentrates on the problem of feedback adaptation in web-based learning systems. We introduce our taxonomy of feedback concept w ..."
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Cited by 9 (5 self)
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Abstract: Feedback provided by a learning system to its users plays an important role in web-based education. This paper presents an overview of feedback studies and then concentrates on the problem of feedback adaptation in web-based learning systems. We introduce our taxonomy of feedback concept with regard to its functions, complexity, intention, time of occurrence, way of presentation, and level and way of its adaptation. We consider what can be adapted in feedback and how to facilitate feedback adaptation in web-based learning systems.
Divide and correct: Using clusters to grade short answers at scale
- In Proceedings of the first ACM conference on Learning@ scale conference
, 2014
"... In comparison to multiple choice or other recognition-ori-ented forms of assessment, short answer questions have been shown to offer greater value for both students and teachers; for students they can improve retention of knowledge, while for teachers they provide more insight into student under-sta ..."
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Cited by 7 (0 self)
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In comparison to multiple choice or other recognition-ori-ented forms of assessment, short answer questions have been shown to offer greater value for both students and teachers; for students they can improve retention of knowledge, while for teachers they provide more insight into student under-standing. Unfortunately, the same open-ended nature which makes them so valuable also makes them more difficult to grade at scale. To address this, we propose a cluster-based interface that allows teachers to read, grade, and provide feedback on large groups of answers at once. We evaluated this interface against an unclustered baseline in a within-sub-jects study with 25 teachers, and found that the clustered in-terface allows teachers to grade substantially faster, to give more feedback to students, and to develop a high-level view of students ’ understanding and misconceptions.
Constructing Strategies for Programming
- Proceedings of the First International Conference on Computer Supported Education
, 2009
"... Abstract: Learning to program is difficult. To support learning programming, many intelligent tutoring systems for learning programming have been developed. Research has shown that such tutors have positive effects on learning. However, intelligent tutors for learning programming are not widely used ..."
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Cited by 6 (6 self)
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Abstract: Learning to program is difficult. To support learning programming, many intelligent tutoring systems for learning programming have been developed. Research has shown that such tutors have positive effects on learning. However, intelligent tutors for learning programming are not widely used. Building an intelligent tutor for a programming language is a substantial amount of work, and utilising it in a course is often hard for a teacher. In this paper we illustrate how to construct strategies for solving programming exercises and how these strategies can be used to automatically support students using an intelligent programming tutor to incrementally develop a program. Using strategies for programming, specifying an exercise becomes relatively easy, and more flexible. 1
Mining the student assessment data: Lessons drawn from a small scale case study
- In Proc. of the 1st Int. Conf. on Educational Data Mining (EDM’08
, 2008
"... Abstract. In this paper we describe an educational data mining (EDM) case study based on the data collected during the online assessment of students who were able to immediately receive tailored and elaborated feedback (EF) after answering each of the questions in the test. Our main interest as doma ..."
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Cited by 6 (2 self)
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Abstract. In this paper we describe an educational data mining (EDM) case study based on the data collected during the online assessment of students who were able to immediately receive tailored and elaborated feedback (EF) after answering each of the questions in the test. Our main interest as domain experts (i.e. educators) is in studying (by employing any kind of analysis) how well the questions in the test and the corresponding EF were designed or tailored towards the individual needs of the students. The case study itself is aimed at showing that even with a modest size dataset and well-defined problems it is still rather hard to obtain meaningful and truly insightful results with a set of traditional data mining (DM) approaches and techniques including clustering, classification and association analysis. 1
Smart Indicators to Support the Learning Interaction Cycle
"... Abstract: This paper focuses on the relevant information for collecting and presenting contextual information, its effects and impact on the learning interaction cycle, and mechanisms of controlling it. The core principle of the learning interaction cycle is the interaction of learners with their le ..."
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Cited by 5 (5 self)
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Abstract: This paper focuses on the relevant information for collecting and presenting contextual information, its effects and impact on the learning interaction cycle, and mechanisms of controlling it. The core principle of the learning interaction cycle is the interaction of learners with their learning environment. Previous research highlights that such interaction is important for the experience and progress of learners. However, we identified a conceptual gap between the learner actions within a learning environment and the responses that are provided to the learners. To bridge this gap we adopted a layered model of context-aware systems that meets the requirements for supportive responses. The model has four layers and describes the information processing of interaction footprints of learners in a learning environment: The sensor layer, the semantic layer, the control layer, and the indicator layer. We applied this model to analyse the results as they were reported in the literature.
