Stephen Cummins, A. Stead, Lisa Jardine-Wright, Ian P. Davies, A. Beresford, A. Rice
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引用次数: 2
Abstract
We investigate the use of hints as a form of scaffolding for 4,652 eligible users on a large-scale online learning environment called Isaac, which allows users to answer physics questions with up to five hints. We investigate user behaviour when using hints, users' engagement with fading (the process of gradually becoming less reliant on the hints provided), and hint strategies including Decomposition, Correction, Verification, or Comparison. Finally, we present recommendations for the design and development of online teaching tools that provide open access to hints, including a mechanism that may improve the speed at which users begin fading.
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