Evaluation of AnimalWatch: An Intelligent Tutoring System for Arithmetic and Fractions
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| Title: | Evaluation of AnimalWatch: An Intelligent Tutoring System for Arithmetic and Fractions |
|---|---|
| Language: | English |
| Authors: | Beal, Carole R., Arroyo, Ivon M., Cohen, Paul R., Woolf, Beverly P. |
| Source: | Journal of Interactive Online Learning. Spr 2010 9(1):64-77. |
| Availability: | University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2010 |
| Contract Number: | R305K050086 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Grade 6 Middle Schools |
| Descriptors: | Mathematics Skills, Arithmetic, Summer Programs, Constructivism (Learning), Urban Education, Middle School Students, Instructional Effectiveness, Pretests Posttests, Comparative Analysis, Intelligent Tutoring Systems, Computer Software, Multimedia Materials, Educational Technology |
| Geographic Terms: | California |
| ISSN: | 1541-4914 |
| Abstract: | Three studies were conducted with middle school students to evaluate a web-based intelligent tutoring system (ITS) for arithmetic and fractions. The studies involved pre and post test comparisons, as well as group comparisons to assess the impact of the ITS on students' math problem solving. Results indicated that students improved from pre to post test after working with the ITS, whereas students who simply repeated the tests showed no improvement. Students who had more sessions with the ITS improved more than those with less access to the software. Improvement was greatest for students with the weakest initial math skills, who were also most likely to use the multimedia help resources for learning that were integrated into the software. (Contains 4 tables.) |
| Abstractor: | As Provided |
| Number of References: | 32 |
| IES Funded: | Yes |
| Entry Date: | 2011 |
| Access URL: | https://www.ncolr.org/jiol/issues/pdf/9.1.4.pdf |
| Accession Number: | EJ938837 |
| Database: | ERIC |
| Abstract: | Three studies were conducted with middle school students to evaluate a web-based intelligent tutoring system (ITS) for arithmetic and fractions. The studies involved pre and post test comparisons, as well as group comparisons to assess the impact of the ITS on students' math problem solving. Results indicated that students improved from pre to post test after working with the ITS, whereas students who simply repeated the tests showed no improvement. Students who had more sessions with the ITS improved more than those with less access to the software. Improvement was greatest for students with the weakest initial math skills, who were also most likely to use the multimedia help resources for learning that were integrated into the software. (Contains 4 tables.) |
|---|---|
| ISSN: | 1541-4914 |
