Blocking Vs. Interleaving: Examining Single-Session Effects Within Middle School Math Homework
Blocking Vs. Interleaving: Examining Single-Session Effects Within Middle School Math Homework
复制标题
阻止与阻止
DOI：
10.1007/978-3-319-19773-9_34
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发表时间：
2015
期刊：
影响因子：
3.5
通讯作者：
Zoey Peterson
中科院分区：
文献类型：
--
作者：
Korinn S. Ostrow;N. Heffernan;Cristina Heffernan;Zoey Peterson
近年来，交叉认知内容的好处得到了关注，特别是在数学教育中。本研究作为一个概念性的复制以前的工作，记录在中学样本内的交错效果，通过简短的家庭作业完成ASSISTments，自适应辅导平台。一项随机对照试验的结果，检查一个实践会议具有交错或封锁的内容跨越三个技能：互补和补充角度，金字塔的表面积，和复合概率没有替换。第二次家庭作业作为延迟的后测。导师日志文件进行分析，以跟踪学生的表现，并建立一个全球数学技能为每个学生的度量。研究结果表明，交错是有益的，在自适应辅导系统的背景下，考虑学习收益和平均提示使用后测。这些观察结果对低技能学生尤其重要。
The benefit of interleaving cognitive content has gained attention in recent years, specifically in mathematics education. The present study serves as a conceptual replication of previous work, documenting the interleaving effect within a middle school sample through brief homework assignments completed within ASSISTments, an adaptive tutoring platform. The results of a randomized controlled trial are presented, examining a practice session featuring interleaved or blocked content spanning three skills: Complementary and Supplementary Angles, Surface Area of a Pyramid, and Compound Probability without Replacement. A second homework session served as a delayed posttest. Tutor log files are analyzed to track student performance and to establish a metric of global mathematics skill for each student. Findings suggest that interleaving is beneficial in the context of adaptive tutoring systems when considering learning gains and average hint usage at posttest. These observations were especially relevant for low skill students.