Adaptive Support for Representation Skills in a Chemistry ITS Is More Effective Than Static Support
| Autor: | Edward Misback, Martina A. Rau, Miranda Zahn, Judith N. Burstyn |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Computer science
media_common.quotation_subject 05 social sciences Adaptive support 050301 education 050105 experimental psychology Intelligent tutoring system Fluency Perception Stem learning ComputingMilieux_COMPUTERSANDEDUCATION 0501 psychology and cognitive sciences Chemistry (relationship) Representation (mathematics) 0503 education media_common Cognitive psychology Meaning (linguistics) |
| Zdroj: | Lecture Notes in Computer Science ISBN: 9783030232030 AIED (1) |
| DOI: | 10.1007/978-3-030-23204-7_36 |
| Popis: | Multiple visual representations can enhance learning in STEM, provided that students have prerequisite representation skills to make sense of how the visuals show information and to fluently perceive meaning in the visuals. Prior research shows that instructional support for sense-making skills and perceptual fluency enhances STEM learning. This research also shows that students need different types of support, depending on their prior representation skills. Hence, instruction may be most effective if it adaptively assigns students to support for sense-making skills and perceptual fluency. We tested this hypothesis in an experiment with 45 undergraduates in an introductory chemistry course. Students were randomly assigned to a 6-week instructional module of an intelligent tutoring system (ITS) that (1) provided a static sequence of activities that supported sense-making skills and perceptual fluency or (2) adaptively assigned the activities. Results show that the adaptive version yielded significantly higher gains of chemistry knowledge. Our findings expand theories of representation skills and yield recommendations for ITSs with multiple visual representations. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|