掌握学习在智能教学系统中的作用：基于潜变量的主分层
The Role of Mastery Learning in Intelligent Tutoring Systems: Principal Stratification on a Latent Variable
摘要：
学生在代数I教室通常学习不同的速度和斗争在不同的点在课程-一个共同的挑战数学教师。认知导师代数I（CTA 1），教育计算机程序，通过他们所谓的“掌握学习”来解决这种学生异质性，学生通过在每个阶段展示适当的“掌握”来从课程的一个部分进步到下一个部分。然而，当学生在尝试了许多问题后仍然无法掌握一个部分的技能时，他们还是会自动升级到下一个部分。没有掌握的晋升是否会损害程序的有效性？至少在某些领域，CTA 1最近在一项随机有效性研究中被证明可以平均提高学生的学习效果。本文使用学生日志数据，从该研究中的连续主分层模型，以估计学生的潜在掌握和CTA 1处理效应之间的关系。与现存的主要分层应用相反，学生掌握工作部分的倾向在这里从未被直接观察到。因此，我们嵌入一个项目反应模型，衡量学生的潜在掌握，在更大的主要分层模型。我们发现，导师可能，事实上，更有效的学生谁是更频繁地晋升（尽管没有成功地完成部分的材料）。然而，由于这些学生在他们的教育实力（以及在其他方面）是独特的，目前还不清楚这种增强的有效性是否可以直接归因于掌握学习计划的方面。
英文摘要：
Students in Algebra I classrooms typically learn at different rates and struggle at different points in the curriculum---a common challenge for math teachers. Cognitive Tutor Algebra I (CTA1), educational computer program, addresses such student heterogeneity via what they term "mastery learning," where students progress from one section of the curriculum to the next by demonstrating appropriate "mastery" at each stage. However, when students are unable to master a section's skills even after trying many problems, they are automatically promoted to the next section anyway. Does promotion without mastery impair the program's effectiveness? At least in certain domains, CTA1 was recently shown to improve student learning on average in a randomized effectiveness study. This paper uses student log data from that study in a continuous principal stratification model to estimate the relationship between students' potential mastery and the CTA1 treatment effect. In contrast to extant principal stratification applications, a student's propensity to master worked sections here is never directly observed. Consequently we embed an item-response model, which measures students' potential mastery, within the larger principal stratification model. We find that the tutor may, in fact, be more effective for students who are more frequently promoted (despite unsuccessfully completing sections of the material). However, since these students are distinctive in their educational strength (as well as in other respects), it remains unclear whether this enhanced effectiveness can be directly attributed to aspects of the mastery learning program.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
