Institut Für Psychologie

Zusammenfassung Das Rechnen mit Brüchen bereitet vielen Schülern Probleme. Zahlreiche Studien haben bisher versucht, typische Fehler in diesem Bereich zu identifizieren, um die Probleme besser zu verstehen und Ansatzpunkte für Interventionen zu gewinnen. Die Bandbreite der eingesetzten Testaufgaben, der untersuchten Inhaltsbereiche (z.B. Erweitern, Addieren, Ordnen von Brüchen) und der gefunden Fehlertypen ist dabei sehr groß. Ziel dieses Reviews ist es, einen strukturierten Überblick über die beschriebenen typischen Fehler in existierenden Fehleranalysen für den Bereich Addition und Subtraktion gemeiner Brüche zu geben.

Personalized tutoring feedback is a powerful method that expert human tutors apply when helping students to optimize their learning. Thus, research on tutoring feedback strategies tailoring feedback according to important factors of the learning process has been recognized as a promising issue in the field of computer-based adaptive educational technologies. Our paper seeks to contribute to this area of research by addressing the following aspects: First, to investigate how students' gender, prior knowledge, and motivational characteristics relate to learning outcomes (knowledge gain and changes in motivation). Second, to investigate the impact of these student characteristics on how tutoring feedback strategies varying in content (procedural vs. conceptual) and specificity (concise hints vs. elaborated explanations) of tutoring feedback messages affect students' learning and motivation. Third, to explore the influence of the feedback parameters and student characteristics on students' immediate postfeedback behaviour (skipping vs. trying to accomplish a task, and failing vs. succeeding in providing a correct answer). To address these issues, detailed log-file analyses of an experimental study have been conducted. In this study, 124 sixth and seventh graders have been exposed to various tutoring feedback strategies while working on multi-trial error correction tasks in the domain of fraction arithmetic. The web-based intelligent learning environment ActiveMath was used to present the fraction tasks and trace students' progress and activities. The results reveal that gender is an important factor for feedback efficiency: Male students achieve significantly lower knowledge gains than female students under all tutoring feedback conditions (particularly, under feedback strategies starting with a conceptual hint). Moreover, perceived competence declines from pre-to post-test significantly more for boys than for girls. Yet, the decline in perceived competence is not accompanied by a decline in intrinsic motivation, which, instead, increases significantly from pre-to post-test. With regard to the post-feedback behaviour, the results indicate that students skip further attempts more frequently after conceptual than after procedural feedback messages.

Abstract: Im Rahmen des Projektes „Adaptives tutorielles Feedback “wurden interaktive webbasierte Aufgaben zur Bruchrechnung entwickelt und ein Interface entworfen, mit dem diese Aufgaben präsentiert werden können. Das Interface bietet neben der ...

This paper investigates students' behavioral patterns within web-based multi-trial error-correction-tasks. By analyzing logfiles and considering students' initial perception of competence, we contribute to micro-as well as macro-adaption. We describe and visualize task processing data of 159 students, considering performance as well as attempts to solve a task. Taking preceeding behavior into account, it was possible to identify (maladaptive) behavioral patterns. Furthermore we compare the behavior of students with low vs. high perceptions of competence subsequent to a failure. In line with research regarding the influence of self-concept on performance and motivation, our findings suggest that students with a low perception of competence perform poorer and tend to skip trials more often after a failure, indicating motivational losses. Further research should build upon this study to enhance technology-based learning by designing learning environments and adaption strategies that take student behavior and prerequisites into account.

Cognitive task analysis has been used in ITSs to predict students' performance, improve curricula and to determine appropriate feedback. Typically, the learning factors/knowledge components have been determined only for the use in one ITS or curriculum and therefore, general frameworks were not applied. Moreover, the result is sometimes rather unsystematic and not reusable across domains. However, for making learning environments interoperable and comparable and to be able to reuse learning objects, the competency hierarchies have to be usable for different learning environments and across domains. In this paper, we propose an approach to competencies represented as pairs of knowledge and cognitive process whose ontologies extend and revise existing taxonomies. A goal is to make these competencies a quasi-standard that enables interoperability and reuse. Moreover, we briefly describe, how the competency ontology can be employed for different purposes.

Zur empirischen Untersuchung von Feedbackeffekten beim Bruchrechnen benötigt man interaktive Aufgaben, die neben der Präsentation des Feedbacks auch eine erneute Aufgabenbearbeitung durch den Schüler und die Erfassung des Vorgehens beim Lösen der Aufgabe ermöglichen. Im Rahmen eines Projektes wurden daher interaktive Fehler-Finde- und Korrektur-Aufgaben zur Bruchrechnung entwickelt und ein Interface entworfen, mit dem diese Aufgaben und passendes Feedback präsentiert und untersucht werden können. Doch sind diese Fehler-Finde- und Korrektur-Aufgaben für die Schüler auch vergleichbar mit normalen Rechenaufgaben? Die Ergebnisse zur Einschätzung der Lernumgebung durch 126 Schüler zeigen eine positive Bewertung des Interfaces. Bei den Aufgaben ist keine klare Bevorzugung der Fehler-Finde- und Korrektur-Aufgaben gegenüber normalen Rechenaufgaben erkennbar. Die Fehler-Finde- und Korrektur-Aufgaben werden zwar als schwerer eingeschätzt, dennoch empfinden die Schüler sie als angenehme Abwech...