Intervention study for assessment of the differential influence of adaptive feedback on the academic success of first-year students in general chemistry

评估适应性反馈对普通化学一年级学生学业成功的差异影响的干预研究

• 批准号: 397641476
• 负责人: Dr. Carolin Eitemüller
• 金额: --
• 依托单位: Institut für Didaktik der Chemie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/397641476?language=en
• 关键词: Intervention; study; assessment; differential; influence

First-year chemistry students start college usually with different prior knowledge not least because of the open course-level choices at the end of upper secondary school. This often leads to the fact that students with little prior knowledge cannot catch up with their fellow students with higher knowledge and consequently do not achieve the minimum requirements for final examinations. The aim of the project is therefore to promote students individually – especially students with little prior knowledge – to enable them to study chemistry successfully. In the framework model of the research group the study takes up at the important predictor for academic success: the subject-specific prior knowledge. The advancement is made in a study with experimental design to investigate the suitability of the two feedback conditions. According to findings in literature it is still unclear which feedback condition is the most efficient for learners with little or rather high prior knowledge. Depending on students’ prior knowledge, the influence of an adaptive BRT-feedback algorithm compared to a non-adaptive KR-KCR-feedback algorithm on students’ content knowledge and examination results in general chemistry at the end of the first semester are investigated. Students’ conceptual content knowledge and final examination results in general chemistry are understood as central degree of students’ academic success in first semester. First-year chemistry students of the University of Duisburg-Essen will learn with interactive learning tasks, which are coupled each with one of the two feedback algorithms in this project and provided via a computer-based learning environment. The KR-KCR feedback algorithm provides information about the correctness of the solution and presents the correct answer after three unsuccessful attempts, whereas BRT-feedback algorithm helps students to identify and correct errors by providing strategically useful information on error correction without directly presenting the correct answer. To compare the effects of the two feedback conditions, the students are randomly assigned to one of two exercise groups on basis of their course-level choice in chemistry at upper secondary school. Students in group one will work with the BRT-feedback learning tasks, whereas students in group two will learn with the KR-KCR-feedback learning tasks. Before and after the intervention students’ knowledge is measured in order to investigate the influence of the two feedback conditions on students’ achievements in general chemistry. Because efficiency of feedback is decisively dependent on individual characteristics of the students and how they process feedback information, various cognitive and motivational factors are considered as control variables.

大学一年级的化学学生通常有不同的先验知识，尤其是因为高中毕业时的公开课程水平的选择。这往往导致这样一个事实，即学生很少的先验知识不能赶上他们的同学有更高的知识，因此不能达到期末考试的最低要求。因此，该项目的目的是促进学生个体，特别是对化学知识知之甚少的学生，使他们能够成功地学习化学。在研究小组的框架模型中，研究着眼于学业成功的重要预测因素：特定学科的先验知识。通过实验设计研究了这两种反馈条件的适宜性。根据文献的发现，对于具有较少或较高先验知识的学习者来说，哪种反馈条件最有效尚不清楚。根据学生的先验知识，考察自适应brt反馈算法与非自适应kr - kcr反馈算法对学生第一学期末普通化学内容知识和考试成绩的影响。学生的概念内容知识和普通化学期末考试成绩被理解为学生第一学期学业成功的中心程度。杜伊斯堡-埃森大学的一年级化学专业学生将通过交互式学习任务进行学习，这些任务与本项目中两种反馈算法中的一种相结合，并通过基于计算机的学习环境提供。KR-KCR反馈算法提供有关解决方案正确性的信息，并在三次尝试失败后给出正确答案，而brt反馈算法通过提供有战略意义的纠错信息来帮助学生识别和纠正错误，而无需直接给出正确答案。为了比较两种反馈条件的效果，学生们根据他们在高中化学课程水平的选择被随机分配到两个练习组中的一个。第一组的学生将使用brt反馈学习任务，而第二组的学生将使用kr - kcr反馈学习任务。对干预前后学生的知识进行测量，探讨两种反馈条件对学生普通化学成绩的影响。由于反馈的有效性决定性地取决于学生的个体特征和他们如何处理反馈信息，因此各种认知和动机因素被认为是控制变量。