Student engagement with computerized practising: Ability, task value, and difficulty perceptions
Student engagement with computerized practising: Ability, task value, and difficulty perceptions
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DOI：
10.1111/jcal.12292
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发表时间：
2018-12-01
影响因子：
5
通讯作者：
van Klaveren, Chris
中科院分区：
文献类型：
--
作者：
Cornelisz, Ilja;van Klaveren, Chris
低风险活动的一个先决条件，以提高学习是保持学生参与时，面对具有挑战性的材料。比较个性化和非个性化版本的计算机化练习，本研究实验评估学生的努力和能力之间的关系，在不同的任务知觉维度。当学生认为任务不是太难时，他们练习的时间会更长。分配到个性化版本的工具的学生在练习时成功率较低，但这并不转化为练习强度，任务感知或总结性考试成绩的差异。在个性化的实践环境中，感知兴趣和有用性都有可能促进参与，尽管方式不同。具有较低水平的特定学科能力的学生发现该工具更有趣，特别是，认为非个性化的工具困难但有用。相反，在个性化的条件下，这是一组学生具有较高的prescore谁的价值工具相对有用。这些结果表明，更多的学生将继续从事自适应练习，如果软件考虑到这些差异。因此，可能需要多种方法和算法来最佳地适应个别学习者的练习。
Lay Description A prerequisite for low-stakes activities to improve learning is to keep students engaged when confronted with challenging material. Comparing a personalized and non-personalized version of computerized practising, this study experimentally evaluates the relationships between student effort and ability across different dimensions of task perceptions. Students practise longer when the task is perceived to be not too difficult. Students assigned to a personalized version of the tool have a lower success rate while practising, but this does not translate to differences in practice intensity, task perceptions, or summative test scores. In a personalized practising environment, perceived interest and usefulness both have the potential to promote engagement, albeit in different ways. Students with a lower level of subject-specific ability find the tool more interesting and, particularly, consider the non-personalized tool difficult but useful. Instead, in the personalized condition, it is the group of students with higher prescores who value the tool as relatively useful. These results indicate that more students will remain engaged with adaptive practising if software takes into account such differences. Multiple approaches and algorithms may thus be necessary to optimally adapt practising to individual learners.