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

在这个Reese/REAL项目中，PI的目标是调查在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。当学习者在计算机沉浸式环境中解决此类问题时，技术既可以向学习者提供反馈，也可以用来收集和呈现数据，使教师了解学习者理解什么和能够做什么。这个项目考察了不同形式的反馈对学生学习和参与数学的影响。具体地说，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反馈)和反馈的时机(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和他们逐渐理解的内容。这项工作是在亚特兰蒂斯雷米克斯平台(以前称为Quest Atlantis)这一身临其境的计算环境上实施的两项“任务”(为促进理解和技能而产生的复杂挑战)的背景下进行的。这两个任务是基于代数预科数学课程贾斯珀·伍德伯里历险记中的两个经过充分研究和有效的单元。在该课程中，五年级和六年级的学生在解决现实世界问题的背景下学习数学。为Atlantis Reixed平台优化这些单元为学习者提供了在其数学工作背景下根据需要获得建议和反馈的可能性，并更容易地访问解决问题和与其他学习者分享见解所需的资源和陈述。除了调查向学习者提供建议和反馈的有效方式外，PIs还在探索每种反馈形式的好处和挑战，以及为教师提供频繁和可靠的学生信息来源的时机。了解他们在网上从事的活动。促进数学学习的一个挑战是在学生需要的时候向他们提供他们需要的建议和反馈。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样的反馈。要做到这一点，研究人员需要确定在哪种情况下应该提供哪种类型的反馈，以及在解决问题的工作期间或在问题解决完成后，在什么时候给予反馈是最合适的。在这个项目中，研究人员在代数预科数学学习的背景下探索这些问题。

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.