Heffernan, Cristina Lindquist
The present Interactive Qualifying Project (IQP) performed at the Worcester Polytechnic Institute used the ASSISTments educational software platform to develop high school mathematics problems and tutoring as well as design and perform a randomized study to determine whether students learn better when they are exposed to video tutoring compared to receiving the same tutoring via static text. While most results were statistically insignificant, the trend exists that students who were struggling to understand a topic did benefit more from viewing the video tutoring. From this study we may suggest that video tutoring will benefit students who are struggling with a concept, and text tutoring is more efficient and beneficial to be used as a re-learning tool.
Worcester Polytechnic Institute
Interactive Qualifying Project
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