Abstract
This paper reports on our progress on a systematic approach to operationalizing support in Fractions Lab – an exploratory learning environment for learning fractions in primary education. In particular, we focus on the question of what feedback to provide and consider in detail the implementation of feedback according to two dimensions: the purpose of the feedback, depending on the task-specific needs of the student, and the level of feedback, depending on the cognitive needs of the student. We present early findings from our design-based research that includes Wizard-of-Oz studies of the intelligent feedback system and student perception questionnaires.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Alfieri, L., Brooks, P.J., Aldrich, N.J., Tenenbaum, H.R.: Does Discovery-Based Instruction Enhance Learning? J. Educ. Psychol. 103(1), 1 (2011)
Hattie, J., Timperley, H.: The Power of Feedback. Rev. Educ. Res. 77(1), 81–112 (2007)
Shute, V.J.: Focus on Formative Feedback. Rev. Educ. Res. 78, 153–189 (2008)
Reiser, B.J., Copen, W.A., Ranney, M., Hamid, A., Kimberg, D.Y.: Cognitive and Motivational Consequences of Tutoring and Discovery Learning. DTIC Document (1998)
Carenini, G., Conati, C., Hoque, E., Steichen, B., Toker, D., Enns, J.: Highlighting interventions and user differences: informing adaptive information visualization support. In: Proceedings of the 32nd Annual ACM Conference on Human Factors in Computing Systems, pp. 1835–1844 (2014)
Design-Based Research Collective: Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educ. Res. 32(1), 5–8 (2003)
Grawemeyer, B., Holmes, W., Gutierrez-Santos, S., Hansen, A., Mavrikis, M., Loibl, K.: Light-bulb moment? towards adaptive presentation of feedback based on students’ affective state. In: Proceedings of 20th ACM conference of Intelligent User Interfaces (2015)
Mavrikis, M., Grawemeyer, B., Hansen, A., Gutierrez-Santos, S.: Exploring the potential of speech recognition to support problem solving and reflection. In: de Freitas, S., Rensing, C., Ley, T., Muñoz-Merino, P.J. (eds.) EC-TEL 2014. LNCS, vol. 8719, pp. 263–276. Springer, Heidelberg (2014)
Polya, G.: How to Solve it: A New Aspect of Mathematical Method. Princeton University Press (1945)
Dweck, C.S.: Self-theories: Their role in motivation, personality, and development. Psychology Press, Philadelphia (2000)
Boyd, E.M., Fales, A.W.: Reflective Learning Key to Learning from Experience. J. Humanist. Psychol. 23(2), 99–117 (1983)
Alexander, R.: Dialogic teaching essentials. National Institute of Education, Singapore (2010)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this paper
Cite this paper
Holmes, W., Mavrikis, M., Hansen, A., Grawemeyer, B. (2015). Purpose and Level of Feedback in an Exploratory Learning Environment for Fractions. In: Conati, C., Heffernan, N., Mitrovic, A., Verdejo, M. (eds) Artificial Intelligence in Education. AIED 2015. Lecture Notes in Computer Science(), vol 9112. Springer, Cham. https://doi.org/10.1007/978-3-319-19773-9_76
Download citation
DOI: https://doi.org/10.1007/978-3-319-19773-9_76
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-19772-2
Online ISBN: 978-3-319-19773-9
eBook Packages: Computer ScienceComputer Science (R0)