The Trade-Off between Complexity and Accuracy. Preparing for Computer-Based Adaptive Instruction on Fractions
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| Title: | The Trade-Off between Complexity and Accuracy. Preparing for Computer-Based Adaptive Instruction on Fractions |
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| Language: | English |
| Authors: | Antje Boomgaarden (ORCID |
| Source: | Interactive Learning Environments. 2023 31(10):6379-6394. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Computer Assisted Instruction, Technology Uses in Education, Fractions, Educational Environment, Electronic Learning, Problem Solving, Instruction, Teaching Methods, Grade 5, Cognitive Processes |
| DOI: | 10.1080/10494820.2022.2038636 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the problem-solving to the instruction phase. However, it also poses two challenges for the problem-solving phase, which should allow for (1) complex problem-solving processes (process validity); and (2) accurate diagnosis of problem-solving products. Increased openness of the learning environment can increase the process validity and decrease diagnostic accuracy and vice-versa (complexity-accuracy trade-off). Using two variants of a computer-based learning environment for fraction comparison with different extent of openness (O+ and O-), we investigate whether both requirements (complex problem-solving processes and accurate diagnosis of the problem-solving products) can be met simultaneously. To check process validity (complexity of problem-solving processes), we compare the problem-solving products with those from previous research on an analogous paper-based version. Our results show that valid and comparable problem-solving processes can be achieved in both computer-based learning environments (O+ and O-). Moreover, only the learning environment O- enables an accurate computer-based interpretation of students' products and thus resolving the complexity-accuracy trade-off. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1406538 |
| Database: | ERIC |
| Abstract: | PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the problem-solving to the instruction phase. However, it also poses two challenges for the problem-solving phase, which should allow for (1) complex problem-solving processes (process validity); and (2) accurate diagnosis of problem-solving products. Increased openness of the learning environment can increase the process validity and decrease diagnostic accuracy and vice-versa (complexity-accuracy trade-off). Using two variants of a computer-based learning environment for fraction comparison with different extent of openness (O+ and O-), we investigate whether both requirements (complex problem-solving processes and accurate diagnosis of the problem-solving products) can be met simultaneously. To check process validity (complexity of problem-solving processes), we compare the problem-solving products with those from previous research on an analogous paper-based version. Our results show that valid and comparable problem-solving processes can be achieved in both computer-based learning environments (O+ and O-). Moreover, only the learning environment O- enables an accurate computer-based interpretation of students' products and thus resolving the complexity-accuracy trade-off. |
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| ISSN: | 1049-4820 1744-5191 |
| DOI: | 10.1080/10494820.2022.2038636 |
