Feedback as an Element of Designed Environments: An Exploration of Structure and Context

反馈作为设计环境的一个元素：结构和背景的探索

• 批准号: 1252380
• 负责人: Melissa Gresalfi
• 金额: $ 149.72万
• 依托单位: Vanderbilt University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1252380&HistoricalAwards=false
• 关键词: Feedback; Element; Designed; Environments; Exploration

In this REESE/REAL project, the PIs have the goal of investigating the kinds of feedback that are most effective when students are solving complex problems requiring mathematics or other disciplinary knowledge. When learners are solving such problems in an immersive environment on the computer, technology can both provide feedback to learners and also be used to collect and present data that will allow teachers to know what learners understand and are capable of. This project examines the effects of different forms of feedback on students' learning and engagement in mathematics. Specifically, the PIs are exploring how different forms of feedback (tied to the problem solving narrative, tied to the disciplinary content, and a blend) and timing of feedback (frequency and relation to major assessment moments) contribute to how students engage in learning activities and what they come to understand. The work is being done in the context of two "quests" (complex challenges derived to promote understanding and skills) implemented on the Atlantis Remixed platform (formerly called Quest Atlantis), an immersive computing environment. The two quests are based on two well-researched and effective units from the pre-algebra mathematics curriculum Adventures of Jasper Woodbury. In that curriculum, 5th and 6th graders learn mathematics in the context of solving real-world problems. Refining these units for the Atlantis Remixed platform offers learners possibilities of getting advice and feedback as needed in the context of their mathematics work and more easily accessing resources and representations necessary for solving the problem and sharing insights with fellow learners. In addition to investigating effective ways of providing advice and feedback to learners, PIs are exploring the benefits and challenges of each form of feedback and its timing for providing teachers with frequent and reliable sources of information about their students? understanding and the activities they are engaging in online. A challenge to promoting learning in mathematics is giving learners the advice and feedback they need at the times they need it. If learners are solving problems in the context of a computer environment, the computer can be used to provide such feedback. To do that well, researchers need to determine which kinds of feedback should be provided in which kinds of situations and when are the most appropriate times to give feedback, during problem solving work or after problem solving is complete. In this project, the investigators are exploring those questions in the context of pre-algebra mathematics learning.

在这个REESE/真实的项目中，PI的目标是调查当学生解决需要数学或其他学科知识的复杂问题时，最有效的反馈类型。当学习者在计算机上的沉浸式环境中解决这些问题时，技术既可以为学习者提供反馈，也可以用于收集和呈现数据，使教师能够了解学习者的理解和能力。 本研究旨在探讨不同形式的反馈对学生数学学习和投入的影响。具体来说，PI正在探索不同形式的反馈（与解决问题的叙述有关，与学科内容有关，以及混合）和反馈的时间（频率和与主要评估时刻的关系）如何有助于学生参与学习活动以及他们理解什么。这项工作是在Atlantis Remixed平台（以前称为Quest Atlantis）上实施的两个“任务”（旨在促进理解和技能的复杂挑战）的背景下完成的，这是一个沉浸式计算环境。这两个任务是基于两个充分研究和有效的单位，从预代数数学课程冒险的碧玉伍德伯里。在该课程中，五年级和六年级学生在解决现实世界问题的背景下学习数学。为Atlantis Remixed平台改进这些单元，为学习者提供了在数学工作中根据需要获得建议和反馈的可能性，并且更容易访问解决问题所需的资源和表示，并与其他学习者分享见解。除了调查向学习者提供建议和反馈的有效方法外，PI正在探索每种反馈形式的好处和挑战，以及为教师提供有关学生的频繁和可靠的信息来源的时机。理解和他们在网上从事的活动。促进数学学习的一个挑战是在学习者需要的时候给予他们所需要的建议和反馈。如果学习者在计算机环境中解决问题，计算机可以用来提供这种反馈。为了做到这一点，研究人员需要确定在什么情况下应该提供什么样的反馈，以及什么时候是最合适的反馈时间，在解决问题的工作中还是在解决问题完成后。在这个项目中，研究人员正在探索这些问题的背景下，前代数数学学习。