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Math performance continues to be an important focus for improve- ment. Many districts adopted educational technology programs to support student learning and teacher instruction. The ASSISTments program provides feedback to students as they solve homework problems and automatically prepares reports for teachers about student performance on daily assignments. During the 2018- 19 and 2019-20 school years, WestEd led a large-scale randomized controlled trial to replicate the effects of ASSISTments in 63 schools in North Carolina in the US. 32 treatment schools implemented ASSISTments in 7th-grade math class- rooms. Recently, we conducted a follow-up analysis to measure the long-term effects of ASSISTments on student performance one year after the intervention, when the students were in 8th grade. The initial results suggested that implement- ing ASSISTments in 7th grade improved students’ performance in 8th grade and minority students benefited more from the intervention.
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A Comparison of Hints vs. Scaffolding in a MOOC with Adult Learners.
Scaffolding and providing feedback on problem-solving activities during online learning has consistently been shown to improve performance in younger learners. However, less is known about the impacts of feedback strategies on adult learners. This paper investigates how two computer-based support strategies, hints and required scaffolding questions, contribute to performance and behavior in an edX MOOC with integrated assignments from ASSISTments, a web-based platform that implements diverse student supports. Results from a sample of 188 adult learners indicated that those given scaffolds benefited less from ASSISTments support and were more likely to request the correct answer from the system.
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- PAR ID:
- 10285783
- Editor(s):
- Roll, I.; McNamara, D.; Sosnovsky, S.; Luckin, R.; Dimitrova, V.
- Date Published:
- Journal Name:
- Artificial Intelligence in Education
- Volume:
- 12749
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1007/978-3-030-78270-2_76
