Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic
Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic
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DOI：
10.1080/15391523.2021.1920520
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发表时间：
2021-06
影响因子：
5.1
通讯作者：
Teomara Rutherford;Kerry Duck;J. Rosenberg;Raymond Patt
中科院分区：
文献类型：
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作者：
Teomara Rutherford;Kerry Duck;J. Rosenberg;Raymond Patt
摘要2019冠状病毒病疫情期间学校关闭对学生的学习和动力构成威胁。成绩测试的暂停对理解这一威胁的程度造成了障碍。利用数学学习软件的数据作为替代评估，我们发现学生在疫情期间对软件的参与度较低，但参与的学生表现有所提高。学生们也经历了动机的变化：降低数学期望值，但也降低了数学的情感成本。结果说明了使用教育技术数据代替传统评估的潜力和陷阱，并提请注意在家庭教育的访问和动机。
Abstract School closures during the COVID-19 pandemic presented a threat to student learning and motivation. Suspension of achievement testing created a barrier to understanding the extent of this threat. Leveraging data from a mathematics learning software as a substitute assessment, we found that students had lower engagement with the software during the pandemic, but students who did engage had increased performance. Students also experienced changes in motivation: lowered mathematics expectancy, but also lower emotional cost for mathematics. Results illustrate the potential and pitfalls of using educational technology data in lieu of traditional assessments and draw attention to access and motivation during at-home schooling.