ICALT '08 Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies
Individualizing Tutoring with Learning Style Based Feedback
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Interoperable Competencies Characterizing Learning Objects in Mathematics
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Adaptation of Elaborated Feedback in e-Learning
AH '08 Proceedings of the 5th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Representation for Interactive Exercises
Calculemus '09/MKM '09 Proceedings of the 16th Symposium, 8th International Conference. Held as Part of CICM '09 on Intelligent Computer Mathematics
FAC '09 Proceedings of the 5th International Conference on Foundations of Augmented Cognition. Neuroergonomics and Operational Neuroscience: Held as Part of HCI International 2009
Evaluating Adaptive Feedback in an Educational Computer Game
IVA '09 Proceedings of the 9th International Conference on Intelligent Virtual Agents
Evaluating the Impact of Adaptation to Learning Styles in a Web-Based Educational System
ICWL '009 Proceedings of the 8th International Conference on Advances in Web Based Learning
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
ICALT '11 Proceedings of the 2011 IEEE 11th International Conference on Advanced Learning Technologies
Effects of feedback in a computer-based assessment for learning
Computers & Education
Fifteen years of constraint-based tutors: what we have achieved and where we are going
User Modeling and User-Adapted Interaction
Assessing Student Learning in a Virtual Laboratory Environment
IEEE Transactions on Education
Adapting performance feedback to a learner's conscientiousness
UMAP'12 Proceedings of the 20th international conference on User Modeling, Adaptation, and Personalization
Broadening the use of e-learning standards for adaptive learning
ICWL'12 Proceedings of the 11th international conference on Advances in Web-Based Learning
Animated agents and learning: Does the type of verbal feedback they provide matter?
Computers & Education
Hi-index | 0.00 |
Personalized tutoring feedback is a powerful method that expert human tutors apply when helping students to optimize their learning. Thus, research on tutoring feedback strategies tailoring feedback according to important factors of the learning process has been recognized as a promising issue in the field of computer-based adaptive educational technologies. Our paper seeks to contribute to this area of research by addressing the following aspects: First, to investigate how students' gender, prior knowledge, and motivational characteristics relate to learning outcomes (knowledge gain and changes in motivation). Second, to investigate the impact of these student characteristics on how tutoring feedback strategies varying in content (procedural vs. conceptual) and specificity (concise hints vs. elaborated explanations) of tutoring feedback messages affect students' learning and motivation. Third, to explore the influence of the feedback parameters and student characteristics on students' immediate post-feedback behaviour (skipping vs. trying to accomplish a task, and failing vs. succeeding in providing a correct answer). To address these issues, detailed log-file analyses of an experimental study have been conducted. In this study, 124 sixth and seventh graders have been exposed to various tutoring feedback strategies while working on multi-trial error correction tasks in the domain of fraction arithmetic. The web-based intelligent learning environment ActiveMath was used to present the fraction tasks and trace students' progress and activities. The results reveal that gender is an important factor for feedback efficiency: Male students achieve significantly lower knowledge gains than female students under all tutoring feedback conditions (particularly, under feedback strategies starting with a conceptual hint). Moreover, perceived competence declines from pre- to post-test significantly more for boys than for girls. Yet, the decline in perceived competence is not accompanied by a decline in intrinsic motivation, which, instead, increases significantly from pre- to post-test. With regard to the post-feedback behaviour, the results indicate that students skip further attempts more frequently after conceptual than after procedural feedback messages.