Effects of Prior Knowledge in Mathematics on Learner-Interface Interactions in a Learning-by-Teaching Intelligent Tutoring System

Autor/inn/en	Bringula, Rex P.; Basa, Roselle S.; Dela Cruz, Cecilio; Rodrigo, Ma. Mercedes T.
Titel	Effects of Prior Knowledge in Mathematics on Learner-Interface Interactions in a Learning-by-Teaching Intelligent Tutoring System
Quelle	In: Journal of Educational Computing Research, 54 (2016) 4, S.462-482 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633115622213
Schlagwörter	Mathematics; Tutoring; Mathematics Instruction; Foreign Countries; Higher Education; Prior Learning; Intelligent Tutoring Systems; Tutorial Programs; Tutors; High School Students; Secondary School Mathematics; Pretests Posttests; Intervention; Peer Teaching; Teaching Methods; Simulated Environment; Experiential Learning; Instructional Materials; Mathematics Achievement; Computer Assisted Instruction; Introductory Courses; Algebra; Correlation; Equations (Mathematics); Mathematics Teachers; Problem Solving; Regression (Statistics); Experimental Groups; Control Groups; Mathematics Tests; Mathematics Skills; Experiments; Philippines (Manila) + Suchen Sie Ihr Suchwort? Mathematik; Förderkonzept; Nachhilfeunterricht; Mathematics lessons; Mathematikunterricht; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorkenntnisse; Intelligentes Tutorsystem; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderlehrer; Lehrender; Tutor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Künstliche Umwelt; Experiental learning; Erfahrungsorientiertes Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Computer based training; Computerunterstützter Unterricht; Einführungskurs; Korrelation; Equations; Mathematics; Gleichungslehre; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Problemlösen; Regression; Regressionsanalyse; Mathematics ability; Erprobung
Abstract	This study attempted to determine the influence of prior knowledge in mathematics of students on learner-interface interactions in a learning-by-teaching intelligent tutoring system. One hundred thirty-nine high school students answered a pretest (i.e., the prior knowledge in mathematics) and a posttest. In between the pretest and posttest, they used the SimStudent, an intelligent tutoring system that follows a teaching-by-learning paradigm. The intervention period lasted for three consecutive days with 1 hour session each. SimStudent captured learner-interface interactions, such as time spent tutoring, number of quizzes conducted, and number of hints requested. It was disclosed that prior knowledge in term identification was the only skill that had a consistent, positive, and significant influence on learner-interface interaction with a SimStudent. Thus, the null hypothesis stating that prior knowledge in mathematics does not significantly influence interaction of students with a simulated student was partially rejected. It was concluded that the students may demonstrate or omit a skill, depending on their prior knowledge on identifying the terms of equations and the next step in solving equations. Recommendations and directions for future studies were presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01