Computer Science – Learning
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...209.6605l&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #66.05; Bulletin of the American Astronomical Society, V
Computer Science
Learning
Scientific paper
We present a study of the usefulness of various hints implemented in a Web-based homework tutor MasteringPhysics. Problem solving skill of students and difficulty of problems were first determined by applying Item Response Theory (IRT) to the first answers of students working on homework problems of an introductory Newtonian physics course. The usefulness of hints were then measured by the changes in their problem solving skill on the second attempt at answering the problems they had previously failed after they went through different learning paths, e.g. using different hints provided by the online tutor. We found that the changes in problem solving skill depended strongly on the learning paths students took. The most effective path (about plus 1.8 standard deviation above untutored expectation) was for students who requested hints and subtasks prior to attempting to answer. They may be displaying metacognitive ability.
Lee Young-Jin
Pritchard David E.
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