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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
Language: English
Authors: Antje Boomgaarden (ORCID 0000-0003-1010-0729), Katharina Loibl, Timo Leuders
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
FullText Text:
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PubType: Academic Journal
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  Data: The Trade-Off between Complexity and Accuracy. Preparing for Computer-Based Adaptive Instruction on Fractions
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  Data: <searchLink fieldCode="AR" term="%22Antje+Boomgaarden%22">Antje Boomgaarden</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1010-0729">0000-0003-1010-0729</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katharina+Loibl%22">Katharina Loibl</searchLink><br /><searchLink fieldCode="AR" term="%22Timo+Leuders%22">Timo Leuders</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2023 31(10):6379-6394.
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  Data: 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
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1080/10494820.2022.2038636
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Fractions
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      – SubjectFull: Grade 5
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      – SubjectFull: Cognitive Processes
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      – TitleFull: The Trade-Off between Complexity and Accuracy. Preparing for Computer-Based Adaptive Instruction on Fractions
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