Intelligent Tutorial System Based on Personalized System of Instruction to Teach or Remind Mathematical Concepts

Autor/inn/en	Paiva, R. C.; Ferreira, M. S.; Frade, M. M.
Titel	Intelligent Tutorial System Based on Personalized System of Instruction to Teach or Remind Mathematical Concepts
Quelle	In: Journal of Computer Assisted Learning, 33 (2017) 4, S.370-381 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paiva, R. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12186
Schlagwörter	Intelligent Tutoring Systems; Mathematics Instruction; Mathematical Concepts; Mastery Learning; Higher Education; Teaching Methods; Video Technology; Formative Evaluation; College Mathematics; Feedback (Response); Statistical Analysis; Learner Engagement; Foreign Countries; Individual Instruction; Portugal + Suchen Sie Ihr Suchwort? Intelligentes Tutorsystem; Mathematics lessons; Mathematikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Ausland; Individuelles Lernen
Abstract	The growth of the higher education population and different school paths to access an academic degree has increased the heterogeneity of students inside the classroom. Consequently, the effectiveness of traditional teaching methods has reduced. This paper describes the design, development, implementation and evaluation of a tutoring system (TS) to improve student's engagement in higher mathematics. The TS design was based on the Personalized System of Instruction of the Mastery Learning pedagogical approach and can be implemented in any higher education course with mathematics needs. The TS consists on small self-paced modularized units of educational contents, including tutorial videos, notes and formative e-assessment with personalized feedback. The TS ensures that the student is only allowed to proceed to the next unit after he or she achieves the required mastery criterion of the current unit. The TS was implemented in the Quantitative Methods course of an undergraduate degree and received good acceptance from students. It was also recognized that TS contributed to learning and engagement with the discipline. Through an experimental research experience, it has been shown that the imposition of restrictions on the advance to the next level by a mastery criterion leads to a significant improvement in student's engagement and performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01