This Research Work In Progress Paper examines empirical evidence on the impacts of feedback from an intelligent tutoring software on sketching skill development. Sketching is a
vital skill for engineering design, but sketching is only taught limitedly in engineering education. Teaching sketching usually involves one-on-one feedback which limits its application in large classrooms. To meet the demands of feedback for sketching
instruction, SketchTivity was developed as an intelligent tutoring software. SketchTivity provides immediate personalized feedback on sketching freehand practice. The current study examines the effectiveness of the feedback of SketchTivity by comparing students practicing with the feedback and without. Students were evaluated on their motivation for practicing sketching, the development of their skills, and their perceptions of the software.
This work in progress paper examines preliminary analysis in all three of these areas.
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Online Tutoring Through a Cloud-Based Virtual Tutoring Center
- Award ID(s):
- 1712384
- NSF-PAR ID:
- 10282968
- Editor(s):
- Zhang, Q.; Wang, Y.; Zhang, LJ.
- Date Published:
- Journal Name:
- Cloud Computing – CLOUD 2020. CLOUD 2020. Lecture Notes in Computer Science
- Volume:
- 12403
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Self-efficacy, or the belief in one's ability to accomplish a task or achieve a goal, can significantly influence the effectiveness of various instructional methods to induce learning gains. The importance of self-efficacy is particularly pronounced in complex subjects like Computer Science, where students with high self-efficacy are more likely to feel confident in their ability to learn and succeed. Conversely, those with low self-efficacy may become discouraged and consider abandoning the field. The work presented here examines the relationship between self-efficacy and students learning computer programming concepts. For this purpose, we conducted a randomized control trial experiment with university-level students who were randomly assigned into two groups: a control group where participants read Java programs accompanied by explanatory texts (a passive strategy) and an experimental group where participants self-explain while interacting through dialogue with an intelligent tutoring system (an interactive strategy). We report here the findings of this experiment with a focus on self-efficacy, its relation to student learning gains (to evaluate the effectiveness, we measure pre/post-test), and other important factors such as prior knowledge or experimental condition/instructional strategies as well as interaction effectsmore » « less
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null (Ed.)In the fall of 2015, Gannon University implemented a semi-mandatory peer-to-peer tutoring program within a variety of courses that have traditionally been linked to high student attrition. Some of these courses have previously been identified as critical for success in the NSF S-STEM grant in effect at the university, and thus it is of interest to determine whether students in the S-STEM program would benefit from inclusion in the peer-tutoring program. The peer-tutoring program presents a naturally occurring experiment because some sections of these courses have included the peer-to-peer tutoring program, while others have been traditionally taught without this tutoring aspect. As a result, the authors have been able to begin to assess the effectiveness of this tutoring on student performance specifically in Calculus I, Calculus II and the lowest-level Calculus-based Physics course. This study groups students by GPA at the beginning of the semester (less than 1.0, up to 1.5, up to 2.0, up to 2.5, up to 3.0, up to 3.5 and above 3.5) and within those groups gathers data on final course grade and GPA for each student at the conclusion of the semester. Comparison is made between average performance of students enrolled in peer-tutored and in traditionally-taught sections. While the results are quite preliminary, it is possible to begin to estimate (1) whether student performance in the class (as measured by final grade in the course) is affected by the tutoring, and (2) which student group or class is most strongly affected by the tutoring. In as much as there are confounding variables (such as different instructors among sections and differing levels of student motivation) that have not yet been controlled, this study is submitted as a work-in progress. While it is not a new insight to say that tutoring helps struggling but motivated students (previous studies have indicated that this peer-to-peer mentoring program has had a good effect on student success, by reducing the percentage of students receiving a final grade of D or F or withdrawing from the course for students enrolled in peer-tutored sections) the longer-term goal of this study is to determine the effectiveness of tutoring for nominally higher-performing students.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1007/978-3-030-59635-4_20
