The utilization of available numerical information represents an important aspect of numeracy. Accordingly, we seek to develop decision-making scaffolds that increase the incorporation of numerical information into preferences. Two experiments contrast five techniques for presenting students with numerical information and prompting them to make decisions related to that information. The techniq...

Provision of effective and high quality feedback has been identified as a key element of quality teaching. Despite its importance this area has been neglected in research to date; in particular research on student experiences of feedback. In a previous study Rowe and Wood (2008) invited economic and finance students (both undergraduate and postgraduate) to attend focus groups and individual int...

OBJECTIVE Three experiments examined the effects of various feedback displays on user preference, apparent waiting durations, waiting time reasonableness, and other user experience measures. BACKGROUND User interface guidelines advocate keeping users informed about system status; however, the duration estimation literature shows that focusing on temporal information makes the wait seem longer...

In this paper, we describe a personalized e-learning system which can automatically adapt to the interests and levels of learners. The system is designed based on the IEEE Learning Technology Systems Architecture (IEEE LTSA) to achieve high scalability and reusability. A feedback extractor with fusion capability is proposed to combine multiple feedback measures to infer user preferences. User p...

Self-directed feedback has become a viable alternative to traditional (teacher and peer feedback), which significant impact on students’ writing skills. This study aimed examine female Saudi undergraduate perceptions of applying self-directed in their preferred method feedback. Study participants were 94 students who supposed share almost similar academic background English writing. employed mi...