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Abstract Title: Learning from Different Styles of Animated Solutions Among Low-Performing Students
Abstract: Students preparing for Physics exams must make decisions on what material to study, how to best prepare, and estimate their preparedness. Previous research has demonstrated that low performing students tend to over predict their learning and preparedness. Providing students with absolute and normative feedback has been shown to reduce over-prediction. We present data from an experiment where low performing students in an introductory mechanics course completed a computer-adaptive practice exam, completed a pretest followed by an intervention involving one of two styles of video solutions, and then completed a post-test before taking a midterm exam. We present data that suggest that students are able to learn from viewing video solutions to previously solved problems. We discuss the educational implications of our findings.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jose P. Mestre
University of Illinois at Urbana-Champaign Departments of Educational Psychology and Phyiscs
and Co-Presenter(s)
Jason W. Morphew University of Illinois at Urbana-Champaign Department of Educational Psychology

Gary Gladding University of Illinois at Urbana-Champaign Department of Physics

Contributed Poster

Contributed Poster: Download the Contributed Poster