What evidence matters? A randomized field trial of Cognitive Tutor Algebra I

Steven Ritter, Jonna Kulikowich, Pui Wa Lei, Christy L. McGuire, Pat Morgan

Research output: Chapter in Book/Report/Conference proceedingConference contribution

28 Scopus citations

Abstract

Efforts to improve performance in mathematics have put pressure on educational evaluators to improve the rigor of their evaluation designs. This paper reports the results of a rigorous evaluation of the Cognitive Tutor Algebra I curriculum, which is substantially based on an intelligent tutoring system. We emphasize the importance of presenting details of the design, implementation and analysis of the study in order to ensure the best possibility of improvement over time.

Original languageEnglish (US)
Title of host publication15th International Conference on Computers in Education
Subtitle of host publicationSupporting Learning Flow through Integrative Technologies, ICCE 2007
Pages13-20
Number of pages8
StatePublished - Dec 1 2007
Event15th International Conference on Computers in Education, ICCE 2007 - Hiroshima, Japan
Duration: Nov 5 2007Nov 9 2007

Publication series

Name15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007

Other

Other15th International Conference on Computers in Education, ICCE 2007
CountryJapan
CityHiroshima
Period11/5/0711/9/07

All Science Journal Classification (ASJC) codes

  • Education

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  • Cite this

    Ritter, S., Kulikowich, J., Lei, P. W., McGuire, C. L., & Morgan, P. (2007). What evidence matters? A randomized field trial of Cognitive Tutor Algebra I. In 15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007 (pp. 13-20). (15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007).