This project focuses on two main goals. First is to develop additional contents for the ASSISTments system targeting sixth graders. Second is to compare the efficiencies of directive feedback, and knowledge of response feedback in helping them to master a specific mathematical skill. Each problem is created with identical content yet presented to students in one of two ways: with or without hints. A study was then conducted using these problems sets to acquire necessary data. For each problem set, students were randomly assigned in either the experimental group, i.e. with hints, or the control group, i.e. without hints. Analysis from the collected data suggests that detail hints play an important role in accelerating the students’ process of mastering a skill.
Worcester Polytechnic Institute
Interactive Qualifying Project
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