%0 Conference Paper %1 Kurvinen:2014:AAI:2674683.2674685 %A Kurvinen, Einari %A Lindén, Rolf %A Rajala, Teemu %A Kaila, Erkki %A Laakso, Mikko-Jussi %A Salakoski, Tapio %B Proceedings of the 14th Koli Calling International Conference on Computing Education Research %C New York, NY, USA %D 2014 %I ACM %K ACM %P 15--23 %R 10.1145/2674683.2674685 %T Automatic Assessment and Immediate Feedback in First Grade Mathematics %U http://doi.acm.org/10.1145/2674683.2674685 %X In this paper we present a study where automatic assessment and immediate feedback was utilized to support the learning of mathematical concepts and automatization of basic arithmetic calculations. Two first grade classes from a Finnish elementary school participated in the research. One class acted as a treatment group (N=23) and the other as a control group (N=21). Pupils in the treatment group worked for ten weeks one lesson a week with a collaborative education tool called ViLLE. Additionally, the pupils in the group did all of their homework with the system. Pupils in the control group used traditional learning methods. Before the experiment began a pre-test was conducted for both groups. The same test with three additional exercises was given after the ten week period. The pre- and post-tests included exercises to evaluate math skills and a questionnaire about pupils' attitudes towards math. The treatment group got statistically significantly better results compared to the control group in the post-test. In attitudes, the only statistically significant difference between the groups was in a question of how well they liked math. However, the difference in attitudes inside the groups was not statistically significant. %@ 978-1-4503-3065-7

@inproceedings{Kurvinen:2014:AAI:2674683.2674685, abstract = {In this paper we present a study where automatic assessment and immediate feedback was utilized to support the learning of mathematical concepts and automatization of basic arithmetic calculations. Two first grade classes from a Finnish elementary school participated in the research. One class acted as a treatment group (N=23) and the other as a control group (N=21). Pupils in the treatment group worked for ten weeks one lesson a week with a collaborative education tool called ViLLE. Additionally, the pupils in the group did all of their homework with the system. Pupils in the control group used traditional learning methods. Before the experiment began a pre-test was conducted for both groups. The same test with three additional exercises was given after the ten week period. The pre- and post-tests included exercises to evaluate math skills and a questionnaire about pupils' attitudes towards math. The treatment group got statistically significantly better results compared to the control group in the post-test. In attitudes, the only statistically significant difference between the groups was in a question of how well they liked math. However, the difference in attitudes inside the groups was not statistically significant.}, acmid = {2674685}, added-at = {2015-03-16T21:37:50.000+0100}, address = {New York, NY, USA}, author = {Kurvinen, Einari and Lind{\'e}n, Rolf and Rajala, Teemu and Kaila, Erkki and Laakso, Mikko-Jussi and Salakoski, Tapio}, biburl = {https://www.bibsonomy.org/bibtex/20f771161ead0d7c3a22644801289bed4/alex_szykman}, booktitle = {Proceedings of the 14th Koli Calling International Conference on Computing Education Research}, doi = {10.1145/2674683.2674685}, interhash = {e1004053fa0c5af54dd13855aaf6a37d}, intrahash = {0f771161ead0d7c3a22644801289bed4}, isbn = {978-1-4503-3065-7}, keywords = {ACM}, location = {Koli, Finland}, numpages = {9}, pages = {15--23}, publisher = {ACM}, series = {Koli Calling '14}, timestamp = {2015-03-16T21:37:50.000+0100}, title = {Automatic Assessment and Immediate Feedback in First Grade Mathematics}, url = {http://doi.acm.org/10.1145/2674683.2674685}, year = 2014 }