Does Difficulty even Matter? Investigating Difficulty Adjustment and Practice Behavior in an Open-Ended Learning Task
LAK(2023)
摘要
Difficulty adjustment in practice exercises has been shown to be beneficial
for learning. However, previous research has mostly investigated close-ended
tasks, which do not offer the students multiple ways to reach a valid solution.
Contrary to this, in order to learn in an open-ended learning task, students
need to effectively explore the solution space as there are multiple ways to
reach a solution. For this reason, the effects of difficulty adjustment could
be different for open-ended tasks. To investigate this, as our first
contribution, we compare different methods of difficulty adjustment in a user
study conducted with 86 participants. Furthermore, as the practice behavior of
the students is expected to influence how well the students learn, we
additionally look at their practice behavior as a post-hoc analysis. Therefore,
as a second contribution, we identify different types of practice behavior and
how they link to students' learning outcomes and subjective evaluation measures
as well as explore the influence the difficulty adjustment methods have on the
practice behaviors. Our results suggest the usefulness of taking into account
the practice behavior in addition to only using the practice performance to
inform adaptive intervention and difficulty adjustment methods.
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