Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
CLARISSE: A Machine Learning Tool to Initialize Student Models
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
The Effect of Providing Error-Flagging Support During Testing
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
The Effects of Error-Flagging in a Tutor on Expression Evaluation
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
A scalable solution for adaptive problem sequencing and its evaluation
AH'06 Proceedings of the 4th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Error-flagging support and higher test scores
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Limiting the number of revisions while providing error-flagging support during tests
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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The effect of providing error-flagging support during tests was studied in spring 2009 with two tutors on while and for loops. A partial crossover design was used for the study and mixed-factor ANOVA was used to analyze the students' score per problem, number of revised problems, effect of revision on score and time spent per problem, and finally, the effect of error-flagging on adaptation and learning. Students scored better on tests with rather than without error-flagging support. This can be attributed to the fact that students revised their answers on more problems when error-flagging feedback was provided. But, they did not necessarily revise more often per problem with error-flagging feedback.Students scored the same with revisions as without revisions, whether or not error-flagging support was provided.They spent less time per problem when error-flagging support was provided, whether or not they revised their answers. One explanation for this is that error-flagging may speed up the problem-solving process. Finally, if error-flagging feedback is provided during pre-test, students solve significantly fewer problems during the subsequent practice session which uses the outcome of the pre-test as the basis for adaptation. Therefore, providing error-flagging feedback during the pre-test improves adaptation. But, it does not result in greater learning - learning was not significantly different with versus without error-flagging feedback.