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Time to completion of web-based physics problems with tutoring.

Rasil Warnakulasooriya¹, David J Palazzo, David E Pritchard

¹Department of Physics & Research Laboratory of Electronics, Massachusetts Institute of Technology, USA. rasilw@gmail.com

Journal of the Experimental Analysis of Behavior

|August 30, 2007

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Students solving physics problems online naturally divided into three groups. Most students progressed steadily with interactive tutoring, while some sought external help or quickly submitted answers.

Area of Science:

Educational Technology
Cognitive Science
Physics Education

Background:

Complex problem-solving is crucial for learning.
Web-based interactive tutoring offers a scalable approach to education.
Understanding student interaction patterns is key to optimizing learning environments.

Purpose of the Study:

To analyze student learning trajectories in a web-based physics problem-solving environment.
To identify distinct patterns of student engagement and success.
To investigate the impact of interactive feedback and hints on learning.

Main Methods:

Retrospective analysis of student-tutor interaction logs.
Extraction of completion rates and fraction completed over time.

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Categorization of students into distinct behavioral groups based on interaction patterns.

Main Results:

A sigmoidal learning curve was observed for the majority of students (65%) who engaged with the interactive tutorial.
Student performance curves were qualitatively flatter when hints and wrong-answer feedback were absent.
Distinct groups emerged: a large central group, a fast-response group (10%) likely using external sources, and an interruption group (25%).

Conclusions:

Web-based tutoring elicits varied student engagement and learning strategies.
The presence of interactive feedback and hints significantly influences learning dynamics.
Student behavior patterns can indicate potential issues like off-task activity or external help-seeking.