Student interactions with and learning from mastery-inspired online activities

该项目解决了当前在线作业系统中一个重要而普遍的缺陷，该缺陷可能会降低对STEM感兴趣的学生的成功率。它将引入一种不断发展的在线作业活动，将认知科学和多媒体学习的结果结合起来，说明实践、反馈和工作实例对学生学习的重要性。这些活动的一个关键特点是，学生得到尽可能多（或尽可能少）的练习和支持，因为他们需要掌握家庭作业中的概念。这些活动将被纳入物理导论课程，专为那些关心他们在伊利诺伊大学工程专业取得成功的能力的学生设计。这项工作的结果将为开发一套完整的材料提供指导，以改变物理入门教学，提高学生的学习成绩。这个项目的目标是促进我们对掌握式在线作业活动可以改善学生学习的条件的理解。临床研究表明，与传统的多次尝试作业相比，为学生提供多种展示掌握程度的机会，在每次尝试之间提供动画和叙述的解决方案，可以显著提高学习效果。然而，实地研究表明，掌握要求可能会让学生感到沮丧。该项目将调查活动的消息传递、交付和内容的改进对学生体验和学习的影响。特别地，学生们将从一项活动开始，使他们能够自我识别新方法的优点。内容将根据学生的数据进行修改，以确保掌握目标的实现。学生也会因部分掌握而获得部分学分。理解这些变化的影响将为创建和实施有效的掌握活动提供指导方针。

This project addresses an important and widespread deficiency in current online homework systems that may be reducing the success rate of students interested in STEM. It will introduce an evolving type of online homework activity that incorporates results from cognitive science and multimedia learning on the importance of practice, feedback and worked examples to enable student learning. A key feature of these activities is that students are given as much (or as little) practice and support as they need to master the concepts in the homework. These activities will be incorporated into an introductory physics course designed for students that are concerned about their ability to succeed in Engineering at Illinois. Results from this work will serve as a guide for the development of a complete set of materials to transform the teaching of introductory physics and improve student outcomes.The goal of this project is to advance our understanding of the conditions under which a mastery style online homework activity can improve student learning. Clinical studies have shown that providing students multiple opportunities to demonstrate mastery, with animated and narrated solutions between attempts provides significantly improved learning compared with traditional multi-attempt homework. However, in-situ studies have shown the mastery requirement can be frustrating to students. This project will investigate the impact that improvements in the messaging, delivery and content of the activities have on student experience and learning. In particular, students will begin with an activity that allows them to self-identify the advantages of the new approach. The content will be modified based on student data to ensure that the mastery goals are attainable. Students will also be given partial credit for partial mastery. Understanding the impact of these changes will provide guidelines for creating and implementing effective mastery activities.