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We compared students' learning behavior when completing identical online calculus-based physics homework assignments organized in two ways. One was designed for mastery learning where content is divided into smaller units, and students are required to attempt the assessment once before accessing the content. Students can proceed to the next unit after passing the assessment either before or after studying the content. The second is a conventional design in which students first study a set of instructional materials equivalent to several mastery units then complete multiple assessment problems at once. Our major findings are: 1. in the mastery condition, students solved more problems correctly either immediately after studying the instructional content, or on attempts before accessing the instructional content; 2. for students who solved similar numbers of problems correctly, the mastery condition students spent significantly less time studying compared to the traditional condition students; and 3. students who did not pass mastery units on their initial assessment attempts spent similar amounts of time studying as traditional condition students.
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Does Starting Deep Learning Homework Earlier Improve Grades?
Intuitively, students who start a homework assignment earlier and spend more time on it should receive better grades on the assignment. However, existing literature on the impact of time spent on homework is not clear-cut and comes mostly from K-12 education. It is not clear that these prior studies can inform coursework in deep learning due to differences in demographics, as well as the computational time needed for assignments to be completed. We study this problem in a post-hoc study of three semesters of a deep learning course at the University of Maryland, Baltimore County (UMBC), and develop a hierarchical Bayesian model to help make principled conclusions about the impact on student success given an approximate measure of the total time spent on the homework, and how early they submitted the assignment. Our results show that both submitting early and spending more time positively relate with final grade. Surprisingly, the value of an additional day of work is apparently equal across students, even when some require less total time to complete an assignment.
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- Award ID(s):
- 2145642
- PAR ID:
- 10511973
- Publisher / Repository:
- IOS Press
- Date Published:
- Journal Name:
- Proceedings of the European Conference on Artificial Intelligence (ECAI)
- ISSN:
- 1291-5912
- Format(s):
- Medium: X
- Location:
- Krakow, Poland
- Sponsoring Org:
- National Science Foundation
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We compared students' learning behavior when completing identical online calculus-based physics homework assignments organized in two ways. One was designed for mastery learning where content is divided into smaller units, and students are required to attempt the assessment once before accessing the content. Students can proceed to the next unit after passing the assessment either before or after studying the content. The second is a conventional design in which students first study a set of instructional materials equivalent to several mastery units then complete multiple assessment problems at once. Our major findings are: 1. in the mastery condition, students solved more problems correctly either immediately after studying the instructional content, or on attempts before accessing the instructional content; 2. for students who solved similar numbers of problems correctly, the mastery condition students spent significantly less time studying compared to the traditional condition students; and 3. students who did not pass mastery units on their initial assessment attempts spent similar amounts of time studying as traditional condition students.more » « less
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