Does Practice Make Perfect? Analyzing the Relationship between Higher Mastery and Forgetting in an Adaptive Learning System [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (15th, Durham, United Kingdom, Jul 24-27, 2022).

Autor/inn/en	Matayoshi, Jeffrey; Cosyn, Eric; Uzun, Hasan
Titel	Does Practice Make Perfect? Analyzing the Relationship between Higher Mastery and Forgetting in an Adaptive Learning System [Konferenzbericht] Paper presented at the International Conference on Educational Data Mining (EDM) (15th, Durham, United Kingdom, Jul 24-27, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Guidelines; Mastery Learning; Learning Processes; Correlation; Retention (Psychology); Comparative Analysis; Integrated Learning Systems; Mathematics Instruction; Elementary School Students; Secondary School Students; College Students; Longitudinal Studies; Learning Analytics + Suchen Sie Ihr Suchwort? Richtlinien; Learning process; Lernprozess; Korrelation; Merkfähigkeit; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	As outlined by Benjamin Bloom, students working within a mastery learning framework must demonstrate mastery of the core prerequisite material before learning any subsequent material. Since many learning systems in use today adhere to these principles, an important component of such systems is the set of rules or algorithms that determine when a student has demonstrated mastery. A relevant issue when discussing mastery learning is its durability--in particular, we are interested in the relationship between different mastery learning thresholds and the forgetting of the learned material. As such, in this study we investigate this question using a large data set from the ALEKS adaptive learning system. Applying a quasi-experimental design, we find evidence that, while a higher mastery threshold is initially associated with a higher rate of knowledge retention, after several weeks this difference has largely disappeared. [For the full proceedings, see ED623995.] (As Provided).
Anmerkungen	International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: https://educationaldatamining.org/conferences/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01