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ERIC Number: ED662901
Record Type: Non-Journal
Publication Date: 2024-Mar
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
The Effect of Assistance on Gamers: Assessing the Impact of On-Demand Hints & Feedback Availability on Learning for Students Who Game the System
Kirk Vanacore; Ashish Gurung; Adam C. Sales; Neil T. Heffernan
Grantee Submission, Paper presented at the Learning Analytics and Knowledge Conference (LAK '24) (14th, Kyoto, Japan, Mar 18-22, 2024)
Gaming the system, characterized by attempting to progress through a learning activity without engaging in essential learning behaviors, remains a persistent problem in computer-based learning platforms. This paper examines a simple intervention to mitigate the harmful effects of gaming the system by evaluating the impact of immediate feedback on students prone to gaming the system. Using a randomized controlled trial comparing two conditions -- one with immediate hints and feedback and another with delayed access to such resources -- this study employs a Fully Latent Principal Stratification model to determine whether students inclined to game the system would benefit more from the delayed hints and feedback. The results suggest differential effects on learning, indicating that students prone to gaming the system may benefit from restricted or delayed access to on-demand support. However, removing immediate hints and feedback did not fully alleviate the learning disadvantage associated with gaming the system. Additionally, this paper highlights the utility of combining detection methods and causal models to comprehend and effectively respond to students' behaviors. Overall, these findings contribute to our understanding of effective intervention design that addresses gaming the system behaviors, consequently enhancing learning outcomes in computer-based learning platforms. [Additional funding provided by Hewlett. This paper was published in: "The 14th Learning Analytics and Knowledge Conference (LAK '24), March 18-22, 2024, Kyoto, Japan," ACM, 2024, pp. 462-472.]
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); National Science Foundation (NSF); Office of Postsecondary Education (ED); Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR); Office of Naval Research (ONR) (DOD); National Institutes of Health (NIH) (DHHS); Schmidt Futures; Bill and Melinda Gates Foundation; Chan Zuckerberg Initiative; Arnold Ventures
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305D210036; R305N210049; R305D210031; R305A170137; R305A170243; R305A180401; R305A120125; R305R220012; 2118725; 2118904; 1950683; 1917808; 1931523; 1940236; 1917713; 1903304; 1822830; 1759229; 1724889; 1636782; 1535428; P200A120238; P200A180088; P200A150306; U411B190024; S411B210024; S411B220024; N000141812768; R44GM146483
Author Affiliations: N/A