Richards-Babb Michelle, Curtis Reagan, Ratcliff Betsy, Roy Abhik, Mikalik Taylor
C. Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26506, United States.
Department of Learning Sciences and Human Development, West Virginia University, Morgantown, West Virginia 26506, United States.
J Chem Educ. 2018 May 8;95(5):691-699. doi: 10.1021/acs.jchemed.7b00829. Epub 2018 Apr 9.
We investigated whether use of an adaptive-responsive online homework system (OHS) that tailors homework to students' prior knowledge and periodically reassesses students to promote learning through practice retrieval has inherent advantages over traditional-responsive online homework. A quasi-experimental cohort control post-test-only design with nonequivalent groups and propensity scores with nearest neighbor matching ( = 6,114 pairs) was used. The adaptive system was found to increase the odds of a higher final letter grade for average, below average, and failing students. However, despite the learning advantages, students self-reported less favorable attitudes toward adaptive-responsive (3.15 of 5) relative to traditional-responsive OHS (3.31). Specific to the adaptive OHS, the following were found: (i) student attitudes were moderately and positively correlated ( = 0.36, < 0.01) to final letter grade, (ii) most students (95%) reported engaging in remediation of incorrect responses, (iii) a majority of students (69%) reported changes in study habits, and (iv) students recognized the benefit of using adaptive OHS by ranking its assignments and explanations or review materials as two of the top three most useful course aspects contributing to perceived learning. Instructors can use our findings to inform their choice of online homework system for formative assessment of chemistry learning by weighing the benefits, disadvantages, and learning pedagogies of traditional-responsive versus adaptive-responsive systems.
我们研究了一种自适应响应式在线作业系统（OHS）是否比传统响应式在线作业具有内在优势，该系统根据学生的先验知识定制作业，并定期重新评估学生，以通过练习检索促进学习。采用了非等效组的准实验队列对照后测设计以及最近邻匹配的倾向得分（= 6,114对）。结果发现，自适应系统增加了平均、低于平均水平和成绩不及格学生获得更高最终字母等级的几率。然而，尽管具有学习优势，但与传统响应式OHS（3.31）相比，学生自我报告对自适应响应式的态度不太积极（5分制中为3.15）。关于自适应OHS，发现了以下情况：（i）学生态度与最终字母等级呈中度正相关（= 0.36，< 0.01），（ii）大多数学生（95%）报告对错误答案进行了纠正，（iii）大多数学生（69%）报告学习习惯有变化，（iv）学生通过将其作业、解释或复习材料列为对感知学习最有用的课程方面的前三项中的两项，认识到使用自适应OHS的好处。教师可以利用我们的研究结果，通过权衡传统响应式系统与自适应响应式系统的优缺点和学习教学法，为他们选择用于化学学习形成性评估的在线作业系统提供参考。
