Pavlik - Difficulty and Strategy - Revision history

Ppavlik: /* Study Four */

2011-01-03T20:35:14Z

Study Four

← Older revision		Revision as of 20:35, 3 January 2011
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	\| '''Data available in DataShop''' \|\| TBD<br>		\| '''Data available in DataShop''' \|\| TBD<br>
	* '''Pre/Post Test Score Data:''' TBD		* '''Pre/Post Test Score Data:''' TBD
	* '''Paper or Online Tests:''' ~~Paper~~		* '''Paper or Online Tests:''' TBD
	* '''Scanned Paper Tests:''' TBD		* '''Scanned Paper Tests:''' TBD
	* '''Blank Tests:''' TBD		* '''Blank Tests:''' TBD
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	====Results====		====Results====
	====Explanation====		====Explanation====

	==Further Information==		==Further Information==
	===Connections to Other Studies===		===Connections to Other Studies===

Ppavlik: /* Hypothesis */

2011-01-03T20:33:49Z

Hypothesis

← Older revision		Revision as of 20:33, 3 January 2011
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	Providing more explicit affordances for strategy use should allow students to use more strategies. Because we will combine a new strategy friendly interface with 3 levels of difficulty, we will be able to measure the precise effect of the difficulty on the student strategy behaviors. More specifically, students can choose to learn new information about each character with each repetition (which we expect students will do less frequently as difficulty increases) or they can choose to review old information (which we expect students will do more frequently as difficulty increases).		Providing more explicit affordances for strategy use should allow students to use more strategies. Because we will combine a new strategy friendly interface with 3 levels of difficulty, we will be able to measure the precise effect of the difficulty on the student strategy behaviors. More specifically, students can choose to learn new information about each character with each repetition (which we expect students will do less frequently as difficulty increases) or they can choose to review old information (which we expect students will do more frequently as difficulty increases).

	[[Image]]		[[Image:New Interface.jpg]]

	====Independent Variables====		====Independent Variables====

Ppavlik: /* Hypothesis */

2011-01-03T20:31:27Z

Hypothesis

← Older revision		Revision as of 20:31, 3 January 2011
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	====Hypothesis====		====Hypothesis====
	Providing more explicit affordances for strategy use should allow students to use more strategies. Because we will combine a new strategy friendly interface with 3 levels of difficulty, we will be able to measure the precise effect of the difficulty on the student strategy behaviors. More specifically, students can choose to learn new information about each character with each repetition (which we expect students will do less frequently as difficulty increases) or they can choose to review old information (which we expect students will do more frequently as difficulty increases).		Providing more explicit affordances for strategy use should allow students to use more strategies. Because we will combine a new strategy friendly interface with 3 levels of difficulty, we will be able to measure the precise effect of the difficulty on the student strategy behaviors. More specifically, students can choose to learn new information about each character with each repetition (which we expect students will do less frequently as difficulty increases) or they can choose to review old information (which we expect students will do more frequently as difficulty increases).

			[[Image]]

	====Independent Variables====		====Independent Variables====

Ppavlik: /* Hypothesis */

2011-01-03T20:30:53Z

Hypothesis

← Older revision		Revision as of 20:30, 3 January 2011
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	====Hypothesis====		====Hypothesis====
	Providing more explicit affordances for strategy use should allow students to use more strategies. Because we will combine ~~this~~ with 3 levels of difficulty, we will be able to measure the precise effect of the difficulty on the student strategy behaviors. More specifically, students can choose to learn new information about each character with each repetition (which we expect students will do less frequently as difficulty increases) or they can choose to review old information (which we expect students will do more frequently as difficulty increases).		Providing more explicit affordances for strategy use should allow students to use more strategies. Because we will combine a new strategy friendly interface with 3 levels of difficulty, we will be able to measure the precise effect of the difficulty on the student strategy behaviors. More specifically, students can choose to learn new information about each character with each repetition (which we expect students will do less frequently as difficulty increases) or they can choose to review old information (which we expect students will do more frequently as difficulty increases).

	====Independent Variables====		====Independent Variables====

Ppavlik: /* Glossary */

2011-01-03T20:28:02Z

Glossary

← Older revision		Revision as of 20:28, 3 January 2011
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	==Glossary==		==Glossary==
	Strategy -- Any behaviors that a student uses to solve a problem that are not automatic processes. I.e. for the purposes of this project, a strategy is any controlled procedure* that a student uses in learning. It is assumed that controlled procedures use prior conceptual/declarative knowledge, whereas rote nonstrategic procedures (e.g. repetition) make much less use of this prior knowledge.		*Strategy -- Any behaviors that a student uses to solve a problem that are not automatic processes. I.e. for the purposes of this project, a strategy is any '''controlled procedure''' that a student uses in learning. It is assumed that controlled procedures use prior conceptual/declarative knowledge, whereas rote nonstrategic procedures (e.g. repetition) make much less use of this prior knowledge.

	==Research questions==		==Research questions==

Ppavlik: /* Glossary */

2011-01-03T20:27:20Z

Glossary

← Older revision		Revision as of 20:27, 3 January 2011
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	==Glossary==		==Glossary==
	*Strategy -- Any behaviors that a student uses to solve a problem that are not automatic processes. I.e. for the purposes of this project, a strategy is any -controlled procedure- that a student uses in learning. It is assumed that controlled procedures use prior conceptual/declarative knowledge, whereas rote nonstrategic procedures (e.g. repetition) make much less use of this prior knowledge.		Strategy -- Any behaviors that a student uses to solve a problem that are not automatic processes. I.e. for the purposes of this project, a strategy is any controlled procedure* that a student uses in learning. It is assumed that controlled procedures use prior conceptual/declarative knowledge, whereas rote nonstrategic procedures (e.g. repetition) make much less use of this prior knowledge.

	==Research questions==		==Research questions==

Ppavlik: /* Glossary */

2011-01-03T20:25:41Z

Glossary

← Older revision		Revision as of 20:25, 3 January 2011
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	==Glossary==		==Glossary==
	*Strategy -- Any behaviors that a student uses to solve a problem that are not automatic ~~process~~. I.e. for the purposes of this project, a strategy is any controlled procedure that a student uses in learning. It is assumed that controlled procedures use prior conceptual/declarative knowledge, whereas rote nonstrategic procedures (e.g. repetition) make much less use of this prior knowledge.		*Strategy -- Any behaviors that a student uses to solve a problem that are not automatic processes. I.e. for the purposes of this project, a strategy is any -controlled procedure- that a student uses in learning. It is assumed that controlled procedures use prior conceptual/declarative knowledge, whereas rote nonstrategic procedures (e.g. repetition) make much less use of this prior knowledge.

	==Research questions==		==Research questions==

Ppavlik: /* Glossary */

2011-01-03T20:25:12Z

Glossary

← Older revision		Revision as of 20:25, 3 January 2011
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	==Glossary==		==Glossary==
			*Strategy -- Any behaviors that a student uses to solve a problem that are not automatic process. I.e. for the purposes of this project, a strategy is any controlled procedure that a student uses in learning. It is assumed that controlled procedures use prior conceptual/declarative knowledge, whereas rote nonstrategic procedures (e.g. repetition) make much less use of this prior knowledge.

	==Research questions==		==Research questions==
	===Study One===		===Study One===

Ppavlik: /* Results */

2011-01-03T20:18:55Z

Results

← Older revision		Revision as of 20:18, 3 January 2011
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	====Dependent Variables====		====Dependent Variables====
	====Results====		====Results====
			Low participation since it was not included on the syllabus due to an oversight.
			High attrition > 50%.
			Programmer got everything else right, but missed recording the choice of student practice.
			Data may still show differences ins latency as a result of strategy choices.

	====Explanation====		====Explanation====
	===Study Four===		===Study Four===

Ppavlik: /* Hypothesis */

2011-01-03T20:16:30Z

Hypothesis

← Older revision		Revision as of 20:16, 3 January 2011
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	====Hypothesis====		====Hypothesis====
			Providing more explicit affordances for strategy use should allow students to use more strategies. Because we will combine this with 3 levels of difficulty, we will be able to measure the precise effect of the difficulty on the student strategy behaviors. More specifically, students can choose to learn new information about each character with each repetition (which we expect students will do less frequently as difficulty increases) or they can choose to review old information (which we expect students will do more frequently as difficulty increases).

	====Independent Variables====		====Independent Variables====
	====Dependent Variables====		====Dependent Variables====