Problems faced by engineering students involve multiple pathways to solution. Students rarely receive effective formative feedback on handwritten homework. This paper examines the potential for computer-based formative assessment of student solutions to multi-path engineering problems. In particular, a cognitive tutor approach is adopted and tested out on problems of truss analysis, studied in ...

Formative feedback is integral for the learning of difficult skills such as problem solving. To understand why less than ideal amounts are sometimes provided to students, this study elicited undergraduate engineering instructors’ intentions, and then observed their actions regarding formative on midterm exams in courses that purport teach Intentions were collected through a survey emulated inte...

Recent evidence for the effectiveness of active learning interventions has led educators to advocate for widespread adoption of active learning in undergraduate science, technology, engineering, and mathematics courses. Active learning interventions implement technology and collaboration to engage students actively with the content. Yet, it is unclear how these features contribute to their effe...

Formative feedback for a learner typically uses human or artificial intelligence to draw an inference about a learner’s knowledge state from the learner’s actions, and select a learner-directed response. To tackle cases when such intelligence is not easily available, we are exploring ways of providing implicit formative feedback: A learner’s action is to respond to an explanation prompt, and th...

Abstract For various reasons, students receive less formative feedback at post-secondary institutions compared to secondary school. Considering as one of the most important influencing factors on learning processes, is a promising approach improving students’ performances. In this context, new technologies, such management systems (LMS) or intelligent tutoring (ITS), can make valuable contribut...

Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily for reasons that relate to lack of motivation an...