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Hints: Is It Better to Give or Wait to Be Asked?

Hints: Is It Better to Give or Wait to Be Asked?. Leena Razzaq and Neil T. Heffernan Venu Babu Thati 2541458. Outline. Motivation Tutoring System( ASSISTment system) Methodology with example Result and conclusion Future work. Motivation.

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Hints: Is It Better to Give or Wait to Be Asked?

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  1. Hints: Is It Better to Give or Wait to Be Asked? Leena Razzaq and Neil T. Heffernan Venu Babu Thati 2541458

  2. Outline • Motivation • Tutoring System(ASSISTment system) • Methodology with example • Result and conclusion • Future work

  3. Motivation • Hints-on-demand and proactive hints

  4. Motivation Proactive hints I made errors

  5. Motivation Hints on demand I want a hint

  6. Motivation Un productive help seekers I am confused

  7. ASSISTment system • Mission To improve education through the scientific research while not compromising on student learning time • Vision In classrooms every where, continuously improve teaching and learning through the use of validated educational research finding and applied technology

  8. The ASSISTment System • Assist students for the MCAS test • Used by middle and high-school teachers • More then 3000 students and 50 teachers use the system • Web based version

  9. ASSITment system example • Teachers receive immediate feedback on the students work

  10. Methodology • Here hints plays a major role • Each hint sequence ends with a bottom-out hint • Hints are pertinent to the task • Mostly hint sequence of 3-5 hints

  11. Experiment Design • There were two conditions in this case 1. Hints on demand 2. Proactive hints • In this experiment students need to work on two topics 1. Symbolization(for both conditions) 2. Slope/intercept(for both conditions)

  12. Participants • 40 male and 32 female about the age 12-14

  13. Hints-on-demand Procedure

  14. Proactive hints procedure

  15. MCAS test • Here students were presented with 4 problems in each topic. • First they will conduct pretest and post-test with 4 problems • Gain from pre test to post-test was used to measure the learning ability

  16. Symbolization vs slope/intercept • From the test the average gain for symbolization problem set was 12% • Gain for the slope/intercept problem set was 4% • 61 students completed the both conditions • After finishing the MCAS test the median score on the test was 75%

  17. Gain values • MCAS scores are used to classify students as 1. High math ability 2. Low math ability

  18. Students ability • From the test the repeated measures showed that students learned significantly more from hints on demand • Approximately students with high math ability ask for (mean = 5.5 hints) very few hints • Students with low math ability ask for (mean = 11 hints) large no. of hints

  19. Overall Test Result • The final result of the analysis with respect to the two conditions

  20. Resultant graph

  21. Resultant graph

  22. Conclusion • We have seen the test for comparing the hint on demand to proactive hint in tutoring system • We found that middle school students working better with hints on demand then proactive hints with the effect size of 0.35 • Interestingly students who tended to ask more hints hints on demand is better • Who ask very few doubts it does not make any difference two conditions

  23. Future work • Students who participated in the test are familiar with the hints on demand • Proactive hints are unfamiliar and confusing the students • Lack of time to know clearly about proactive hints • For future experiment they decided to do it for a long time with more no. of students

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