Empirical Research, Contextual Research: Taking advantage of Cognitive Science Principles: Adding to a Computer-Based Tutor an Automatic Reassessment and Relearning System

实证研究、情境研究：利用认知科学原理：为基于计算机的导师添加自动重新评估和重新学习系统

• 批准号: 1109483
• 负责人: Joseph Beck
• 金额: $ 74.96万
• 依托单位: Worcester Polytechnic Institute
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1109483&HistoricalAwards=false
• 关键词: Empirical; Research; Contextual; Taking; advantage

The proposed project will build and test new functionality onto an existing intelligent tutoring system in mathematics, called ASSISTments. The new functionality will incorporate a feature inspired by research in cognitive science on spacing effects--that students' performance is improved when instruction occurs over a variety of time points, rather than being focused in a single experience. The project will test whether this spacing effect is effective and, if so, will provide the functionality for it to be included in future ASSISTments environments for the benefit of mathematics learners. The target audience is K-12 mathematics students; the sample for this study will be drawn from students using the ASSISTments system in Massachusetts. The ASSISTments system is a web-based environment for mathematics learning, which quizzes learners as they complete mathematics problems with the help of an intelligent tutor. It uses the finding that learners can improve their understanding and retention of content by being quizzed on the content. This project will add ReLearning and ReTesting phases to the ASSISTments system, allowing students to relearn material to support their retention of the content that they may have forgotten or not learned adequately in previous sessions. These phases will be developed, implemented, and redesigned for a sample of the students who currently use ASSISTments--about 15,000 students. Outcomes for determining effectiveness of the new phases will include students' performance on the ASSISTments tasks as well as the state test, MCAS. This study will test the hypothesis that a spacing effect would improve students' performance in a mathematics intelligent tutoring environment. The immediate product will be functionality for ReLearning and ReTesting, as well as research findings for the field. If shown to be effective, this project's findings could lead to significant improvement in students' performance within the ASSISTments intelligent tutor system. It would also be informative for other systems that use intelligent tutors to support mathematics and science learners.

该项目将在现有的数学智能辅导系统ASSISTments上构建和测试新功能。新的功能将包含一个受认知科学对空间效应研究启发的功能--当教学发生在不同的时间点时，学生的表现会得到改善，而不是集中在一个单一的体验中。该项目将测试这种间距效应是否有效，如果有效，将提供功能，将其纳入未来的ASSISTments环境中，以造福数学学习者。目标受众是K-12数学学生;本研究的样本将从马萨诸塞州使用ASSISTments系统的学生中抽取。ASSISTments系统是一个基于网络的数学学习环境，它在智能导师的帮助下完成数学问题时对学习者进行测验。它使用的发现，学习者可以提高他们的理解和保留的内容，通过对内容进行提问。该项目将在ASSISTments系统中添加再学习和再测试阶段，允许学生重新学习材料，以支持他们保留在以前的课程中可能忘记或没有充分学习的内容。这些阶段将为目前使用ASSISTments的学生（约15，000名学生）的样本进行开发，实施和重新设计。确定新阶段有效性的结果将包括学生在辅助任务和国家测试MCAS上的表现。本研究旨在验证在数学智能教学环境中，空间效应对学生数学学习成绩的影响。直接的产品将是再学习和再测试的功能，以及该领域的研究成果。如果被证明是有效的，该项目的研究结果可能会导致学生的表现在ASSISTments智能导师系统显着改善。它也将为其他使用智能导师来支持数学和科学学习者的系统提供信息。