Internet coaches for problem-solving in introductory physics- .ppt

1、Internet coaches for problem-solving in introductory physics: Usage and Usability Studies,Evan Frodermann1, Ken Heller1, Leon Hsu1, Jia-Ling Lin1, Bijaya Aryal2 1.University of MinnesotaTwin Cities 2.University of MinnesotaRochester,Supported by NSF DUE #0715615 and DUE-1226197. and by the Universit

2、y of Minnesota,Presented by: Qing (Xu) Ryan1,AAPT Summer 2013 Meeting Portland, Oregon,1,Design components,Software Framework: “Intelligent” TutorsPedagogy Framework:Cognitive Apprenticeship Modeling Coaching Fading ScaffoldingResearch Basis: Expert & Novices differences in problem solving,2,Design

3、Process Cycle,Prototypes,Assessment Usage & Usability,Large-scale Implementation,3,Usage & Usability Studies,Who will naturally use such coaches? subpopulation characteristicsHow do students use them? usage characteristicsDo the students perceive them as useful? How to use this information to guide

4、future development ? (Evans talk),4,Implementation tests,35 coached problems were incorporated into 2 sections of calculus-based introductory mechanics course in Spring 2013 (148 students/103 students). Students were required to complete their homework using WebAssign; coaches were available to help

5、 with some problems Data collected includes:Pre/post-test scores (FCI/Math/CLASS)13 written problem solutions from 4 midterms (2 problems each) and a final exam (5 problems)Two surveys of student opinions regarding the coaches (mid & end semester)Keystrokes data monitoring students useNo credits for

6、 using the coaches,5,User Characteristics,3 User populations (m:male; f:female)H group (heavy user): 80-100% (nH=49 (20% of N), 65%m,35%f)M group (medium user) : 40-60% (nM=38 (15% of N), 55%m,45%f)L group (Light/Non user) : 0-20% (nL=72 (29% of N), 85%m,15%f)Entire class (N=251, 70%m,30%f),6,Expect

7、ations of the class,7,8,Pre_FCI & Gender,User approach,9,Forced ranking,10,Rank the components of the physics class in order from the most useful (10) to least useful (1) to your learning. Do not use any ties.,Top 3: Lectures, homework, Computer coaches (High & Medium Users) ahead of textbook, labs,

8、 and problem-solving discussion sectionsLectures, Discussion, Labs, Computer coaches, Text book, Tutor room, Doing the homework, Clicker questions, The Competent Problem solver, Feedback from WebAssign(in the order that was given on the survey),Summary,A significant number of students use the coache

9、s. Female, less-prepared students, students with less-confidence tend to use the coaches. Different usage patterns. We will use this information to adjust the design for next version of computer coaches. (Evans Talk- Coming up next ! ),11,Thank you!,12,For further information: Visit our posters (PST

10、2C14 and PST2C10, 9:15- 10:00 am, Wed 07/17 )Visit our website http:/groups.physics.umn.edu/physed where you can try working version of the coaches.,Final exam scores,13,FCI post and gain,14,End-semester survey,15,A: Strongly agree B: Agree C: Neither D: Disagree E: Strongly disagree,End-semester su

11、rvey,16,A: Strongly agree B: Agree C: Neither D: Disagree E: Strongly disagree,End-semester survey,17,A: Strongly agree B: Agree C: Neither D: Disagree E: Strongly disagree,Developing version 2,Better address the needs of the H and M user populationH_ encourage bypassing detailed coaching M_ adjust decision grain sizes,18,