View in EDS

A Comparison of Elaborated and Restricted Feedback in LogEx, a Tool for Teaching Rewriting Logical Formulae

Saved in:
Bibliographic Details
Title: A Comparison of Elaborated and Restricted Feedback in LogEx, a Tool for Teaching Rewriting Logical Formulae
Language: English
Authors: Lodder, Josje (ORCID 0000-0003-0568-7844), Heeren, Bastiaan, Jeuring, Johan
Source: Journal of Computer Assisted Learning. Oct 2019 35(5):620-632.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 13
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Logical Thinking, Feedback (Response), Instructional Effectiveness, Intelligent Tutoring Systems, Comparative Analysis, Pretests Posttests
DOI: 10.1111/jcal.12365
ISSN: 0266-4909
Abstract: This article describes an experiment with LogEx, an e-learning environment that supports students in learning how to prove the equivalence between two logical formulae, using standard equivalences such as DeMorgan. In the experiment, we compare two groups of students. The first group uses the complete learning environment, including hints, next steps, worked solutions, and informative timely feedback. The second group uses a version of the environment without hints or next steps, but with worked solutions, and delayed flag feedback. We use pretest and posttest to measure the performance of both groups with respect to error rate and completion of the exercises. We analyse the loggings of the student activities in the learning environment to compare its use by the different groups. Both groups score significantly better on the posttest than on the pretest. We did not find significant differences between the groups in the posttest, although the group using the full learning environment performed slightly better than the other group. In the examination, which took place 5 weeks after the experiment, the group of students who used the complete learning environment scored significantly better than a control group of students who did not participate in the experiment.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1227058
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1227058
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Comparison of Elaborated and Restricted Feedback in LogEx, a Tool for Teaching Rewriting Logical Formulae
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lodder%2C+Josje%22">Lodder, Josje</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0568-7844">0000-0003-0568-7844</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heeren%2C+Bastiaan%22">Heeren, Bastiaan</searchLink><br /><searchLink fieldCode="AR" term="%22Jeuring%2C+Johan%22">Jeuring, Johan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Oct 2019 35(5):620-632.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+Tutoring+Systems%22">Intelligent Tutoring Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jcal.12365
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article describes an experiment with LogEx, an e-learning environment that supports students in learning how to prove the equivalence between two logical formulae, using standard equivalences such as DeMorgan. In the experiment, we compare two groups of students. The first group uses the complete learning environment, including hints, next steps, worked solutions, and informative timely feedback. The second group uses a version of the environment without hints or next steps, but with worked solutions, and delayed flag feedback. We use pretest and posttest to measure the performance of both groups with respect to error rate and completion of the exercises. We analyse the loggings of the student activities in the learning environment to compare its use by the different groups. Both groups score significantly better on the posttest than on the pretest. We did not find significant differences between the groups in the posttest, although the group using the full learning environment performed slightly better than the other group. In the examination, which took place 5 weeks after the experiment, the group of students who used the complete learning environment scored significantly better than a control group of students who did not participate in the experiment.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1227058
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1227058
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.12365
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 620
    Subjects:
      – SubjectFull: Logical Thinking
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Intelligent Tutoring Systems
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
    Titles:
      – TitleFull: A Comparison of Elaborated and Restricted Feedback in LogEx, a Tool for Teaching Rewriting Logical Formulae
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lodder, Josje
      – PersonEntity:
          Name:
            NameFull: Heeren, Bastiaan
      – PersonEntity:
          Name:
            NameFull: Jeuring, Johan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 0266-4909
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Journal of Computer Assisted Learning
              Type: main
ResultId 1