Evidence of Problem-Solving Transfer in Web-Based Socratic Tutor

Abstract

Abstract.We demonstrate learning and problem-solving transfer within the web-based homework tutor MasteringPhysics by considering time to completion, the number of hints requested, and the number of incorrect responses given. The group of students who were prepared by a prior related problem solves a related follow-up problem in ~14% less time on average compared to an unprepared group on that problem. Furthermore, the prepared group requests ~15% fewer hints and makes about ~11% fewer errors on average than the unprepared group.

An evaluation of interactive test-driven labs with WebIDE in CS0

“…Many of these tools have been evaluated, with promising results. For instance, Warnakulasooriya et al [37] reports that their web-based automated Physics tutor improves student time to completion, reduces the need for hints, and improves the number of correct answers all by approximately 15%. Not surprisingly, computing faculty and researchers have also built many software tools to support students as they learn to program.…”

Impact of technology-infused interactive learning environments on college professors’ instructional decisions and practices

“…Computer related software, web-based applications and simulations developed in various fields of sciences are becoming popular teaching and learning tools among instructors and students (Charlesworth & Vician, 2003;Warnakulasooriya et al, 2005;Dancy, 2006;Dori et al, 2007;Enriquez, 2010;Muthyala & Wei, 2012;Libman & Huang, 2013;Amaral et al, 2013;Jones, 2013;Ellis, 2013). These technological tools are replacing textbooks with e-books and drawings with simulations.…”

“…These technological tools are replacing textbooks with e-books and drawings with simulations. Use of such computer-based resources are becoming increasingly popular in science laboratory courses, including automated instrumentation, molecular modeling and simulation software, digitized data collections, data interpretation and graphing applications (Jones, 2013 (Warnakulasooriya et al, 2005;Libman & Huang, 2013). Webbased instructional designs are developed to align with the cognitive development of the students.…”

“…Two main methods of integrating technology into undergraduate classrooms were observed during past decade: (1) construction of technology-infused learning spaces such as SCALE-UP classrooms (Beichner, 2006;Gaffney et al, 2008;Brooks, 2011;Van Horne et al, 2012;Cotner et al, 2013;Florman, 2014) and (2) development of technological learning-tools such as subject specific software designs, web-based software designs, and mobile apps that aid student learning (Amaral et al, 2013;Charlesworth & Vician, 2003;Dancy, 2006;Dori et al, 2007;Ellis, 2013;Enriquez, 2010;Jones, 2013;Libman & Huang, 2013;Muthyala & Wei, 2012;Warnakulasooriya et al, 2005).…”

“…Similarly, the education research literature concerning instructional technology describes a variety of learning tools that can provide hands-on learning opportunities for students. These learning tools enable the comprehension of difficult, abstract concepts specifically with respect to STEM disciplines (Amaral et al, 2013;Charlesworth & Vician, 2003;Dancy, 2006;Dori et al, 2007;Ellis, 2013;Enriquez, 2010;Jones, 2013;Libman & Huang, 2013;Muthyala & Wei, 2012;Warnakulasooriya et al, 2005).…”