The Effect of Providing Motivational Support in Parsons Puzzle Tutors

被引：10

作者：

Kumar, Amruth N. ^{[1
]}

机构：

[1] Ramapo Coll, Mahwah, NJ 07430 USA

来源：

ARTIFICIAL INTELLIGENCE IN EDUCATION, AIED 2017 | 2017年 / 10331卷

基金：

美国国家科学基金会;

关键词：

Parsons puzzle; Programming; Tutor; Evaluation;

D O I：

10.1007/978-3-319-61425-0_56

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

In response to student feedback on a tutor on Parsons puzzles on the programming concept of sequence, we incorporated three features meant to improve the motivation of the student solving the puzzles. We compared the performance of students before and after introducing these features. We found that introduction of motivational supports did not affect pre-post improvement, and therefore, the amount of learning. Students who were provided motivational supports spent more time per puzzle than those who were not.

引用

页码：528 / 531

页数：4