In this study, we put the ASSISTments platform to the test to understand the impact of artificial intelligence in education for web-based homework in comparison to traditional homework. We found that students learned reliably more in the web-based homework condition, even without the benefits of additional tutoring features such as hints and feedback messages.
There were two conditions in this study. The control group that received immediate feedback when completing their homework and where the teacher used a report to review the homework. The experimental group that followed a more typical homework routine. These students did not find out the answers to the problems until the next day during the homework review when the teacher put the answers up on the board and reviewed them.
This study found that
Participants were 63 seventh grade students, who were currently enrolled in an eighth grade math class, in a suburban middle school in Massachusetts. They completed the activities included in the study as part of their regular math class and homework.
This month, we shine a light on Anthony Botelho, Research Scientist at Worcester Polytechnic Institute who has been working on the federally funded project focused on helping teachers provide meaningful feedback to their students more efficiently, known as QUICK-Comments.
Continue ReadingAs schools around the country adopted remote learning last spring and this fall, demand for tutoring shot up. Read more in this article by ASSISTments co-founders Neil T. Heffernan and Cristina Heffernan
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