Mary Fowler Worcester State University
There have been many approaches to improve student learning. In this study, we look at the ASSISTments online tutoring system to prove that instant feedback increases content learning. We find that by having a system that provides correctional feedback as well as instant tutoring, students learn the material presented to them, and do so at their own pace. After experimenting in one university, two high schools and one middle school, three of our experiments support the use of an online tutoring system. We compare this system to a stripped down version of ASSISTments to simulate a typical learning situation presented to students which receive packets of work to complete and potentially prepare them for and upcoming exam.
Worcester Polytechnic Institute
Interactive Qualifying Project
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