Macroadapting Animalwatch to Gender and Cognitive Differences with Respect to Hint Interactivity and Symbolism

Arroyo, Ivon; Beck, Joseph E.; Woolf, Beverly Park; Beal, Carole R.; Schultz, Karl

doi:10.1007/3-540-45108-0_61

Cited by 45 publications

(38 citation statements)

References 3 publications

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“…Arroyo et al compared the effectiveness of concrete hint content that referred to physical examples and symbolic hint content that used numeric expressions and operations. They found that children with low cognitive ability perform better with concrete hints, while children with high cognitive ability perform better with symbolic hints [7].…”

Section: Hints In Intelligent Tutoring Systemsmentioning

confidence: 99%

“…Khan Academy's practice problem system provides scaffolded hints that include richer content such as images and diagrams [17]. Arroyo et al studied the effectiveness of interactive hints that require student response, and found that girls performed better with interactive hints but that boys performed better with standard textual hints [7,8].…”

Section: Hints In Intelligent Tutoring Systemsmentioning

confidence: 99%

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Hint systems may negatively impact performance in educational games

O’Rourke

Ballweber

Popovií

2014

Proceedings of the First ACM Conference on Learning @ Scale Conference

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Video games are increasingly recognized as a compelling platform for instruction that could be leveraged to teach students at scale. Hint systems that provide personalized feedback to students in real time are a central component of many effective interactive learning environments, however little is known about how hints impact player behavior and motivation in educational games. In this work, we study the effectiveness of hints by comparing four designs based on successful hint systems in intelligent tutoring systems and commercial games. We present results from a study of 50,000 students showing that all four hint systems negatively impacted performance compared to a baseline condition with no hints. These results suggest that traditional hint systems may not translate well into the educational game environment, highlighting the importance of studying student behavior to understand the impact of new interactive learning technologies.

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Section: Hints In Intelligent Tutoring Systemsmentioning

confidence: 99%

Section: Hints In Intelligent Tutoring Systemsmentioning

confidence: 99%

Hint systems may negatively impact performance in educational games

O’Rourke

Ballweber

Popovií

2014

Proceedings of the First ACM Conference on Learning @ Scale Conference

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“…Past research suggests that the assessment of cognitive skills is relevant to selecting teaching strategies or external representations that yield best learning results. For instance, a study of students' level of cognitive development in AnimalWatch suggested that hints that use concrete materials in the explanations yield higher learning than those which explain the solution with numerical procedures for students at early cognitive development stages (Arroyo et al, 2000). Thus, Wayang Outpost also functions as a research test bed to investigate the interaction of gender and cognitive skills in mathematics problem solving, and in selecting the best pedagogical approach.…”

Section: System Descriptionmentioning

confidence: 99%

“…Second, this paper describes our work on incorporating intelligence to improve teaching effectiveness in various parts of the system: problem selection, hint selection and student engagement. Third, although current ITS model the student's knowledge on an ongoing basis to provide effective help, there have been only preliminary attempts to incorporate knowledge of student group characteristics (e.g., profile of cognitive skills, gender) into the tutor and to use this profile information to guide instruction (Shute, 1995;Arroyo et al, 2000). Wayang Outpost addresses factors that have been shown to cause females to score lower than males in these tests.…”

Section: Introductionmentioning

confidence: 99%

Web-Based Intelligent Multimedia Tutoring for High Stakes Achievement Tests

Arroyo

Beal

Murray

et al. 2004

Intelligent Tutoring Systems

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Abstract. We describe Wayang Outpost, a web-based ITS for the Math section of the Scholastic Aptitude Test (SAT). It has several distinctive features: help with multimedia animations and sound, problems embedded in narrative and fantasy contexts, alternative teaching strategies for students of different mental rotation abilities and memory retrieval speeds. Our work on adding intelligence for adaptivity is described. Evaluations prove that students learn with the tutor, but learning depends on the interaction of teaching strategies and cognitive abilities. A new adaptive tutor is being built based on evaluation results; surveys results and students' log files analyses.

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“…Muchos sistemas tutores inteligentes (STI) también dan pistas al alumno, como por ejemplo ANDES [7], que evalúa a los alumnos teniendo en cuenta, no sólo el número de respuestas correctas, sino también el número de pistas recibidas; o AnimalWatch [1], que tiene diferentes tipos de pistas disponibles (muy/poco interactivas, concretas/simbólicas) y las selecciona adaptativamente en base a rasgos del usuario, tales como el nivel de desarrollo cognitivo y el sexo. Asimismo, estudios psicológicos demuestran que un docente suele usar una estimación aproximada del rendimiento del alumno para seleccionar la pista más apropiada [10].…”

Section: Introductionunclassified

A Survey About A Mechanism for Hint Adaptive Administration in Testing

Conejo¹,

Guzmán²,

Pérez-de-la-Cruz³

et al. 2007

Int. Artif.

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ResumenEn este artículo se presenta una propuesta para la introducción de mecanismos adaptativos para la elección de ayudas, en un entorno de evaluación basado en tests adaptativos. El artículo comienza con una discusión sobre aspectos relativos a mecanismos de selección adaptativos de pistas, que resultan en la definición de dos axiomas que tales pistas deben cumplir. Posteriormente, se presenta una evaluación empírica preliminar con estudiantes reales, cuyo objetivo es evaluar un banco inicial de preguntas con sus respectivas pistas, para determinar siéstas son realmenteútiles. La evaluación se llevará a cabo a partir de los resultados obtenidos tras administrar un test a muestra poblacional formada por alumnos reales con diferentes niveles de conocimiento.Palabras clave: Administración adaptativa de ayudas, Tests Adaptativos Informatizados, Teoría de Respuesta alÍtem. IntroducciónLa evaluación mediante pruebas tipo test se usa de modo habitual en diferentes contextos educativos y con diversos objetivos: calificación, autoevaluación, diagnóstico cognitivo, etc. Para mejorar la eficiencia del proceso de diagnóstico, los sistemas de tests adaptativos seleccionan la mejor pregunta de acuerdo a la estimación actual de características relevantes del examinando. De este modo, se alcanza un grado de exactitud mayor en la evaluación, a la vez que se reduce significativamente el número de preguntas. En este sentido, se pueden encontrar diferentes propuestas para tests adaptativos [12], [3]. Una de las teorías más sóli-das utilizadas como fundamento en este tipo de tests es la Teoría de la Respuesta al Item (TRI) [9], la cual supone que la respuesta a una pregunta depende de un rasgo latente desconocido. Este rasgo latente θ representa un factor psicológico que se desea medir a través del test, y que no es directamente observable. En entornos educativos, se corresponde con el conocimiento del alumno que se examina.En cualquier entorno educativo adaptativo es necesario tener estimaciones fiables del nivel de * Este trabajo ha sido desarrollado en el marco del proyecto TIC203-04480, subvencionado por el Ministerio de Ciencia y Tecnología español.

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Macroadapting Animalwatch to Gender and Cognitive Differences with Respect to Hint Interactivity and Symbolism

Cited by 45 publications

References 3 publications

Hint systems may negatively impact performance in educational games

Hint systems may negatively impact performance in educational games

Web-Based Intelligent Multimedia Tutoring for High Stakes Achievement Tests

A Survey About A Mechanism for Hint Adaptive Administration in Testing

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