STUDENTS learned More when they received IMMEDIATE FEEDBACK ON their textbook HOMEWORK assignment for one night.  Students THEN Learned even more WHEN the TEACHER reviewed THE HOMEWORK THE NEXT DAY Using THE REPORTS to HELP THEM TO DRIVE THEIR REVIEW.


Below are two peer-reviewed studies that show ASSISTments causes dramatically increased student knowledge when it is used for immediate feedback while student do their homework. This is compared to a control condition that represents traditional practice where students get feedback then next day in class. The first study is with 5th graders and the second study with 8th graders. 

  • This article shows that ASSISTments dramatically increases student knowledge when used for homework compared to traditional homework.

Mendicino, M., RazzaqL. & Heffernan, N. T. (2009). Improving Learning from Homework Using Intelligent Tutoring SystemsJournal of Research on Technology in Education (JRTE)41(3), 331-346.

  • Here is a study that replicated the above results and did so in an even more convincing manner methodologically (we randomly assigned students to conditions rather than assigning classrooms to conditions).

Singh, R., Saleem, M., Pradhan, P., Heffernan, C., Heffernan, N., Razzaq, L. Dailey, M. O'Connor, C.  & Mulchay, C. (2011). Feedback during Web-Based Homework: The Role of Hints In Biswas et al (Eds) Proceedings of the Artificial Intelligence in Education Conference 2011pp. 328–336


In the study, referenced below that we have submitted for publication, we wanted to see how a teacher goes over homework differently. The control condition video below shows the teacher putting up the answers, giving students time to check their answers and then ask questions. The video is boring as it takes a long time for someone to ask a question and even then it is not clear that a good discussion was generated. You may also notice that several students didn't have their work with them, preventing them from checking their answers or asking questions. The second video shows the teacher having her item report on the screen that shows what questions were the most challenging. She knows before class begins what questions she wants to review with the class.  Listen to the video and notice how the teacher shares the common wrong answer and starts a discussion about common misconceptions.  Additional studies have shown similar findings. We tested students just before going over the homework, and then just after. Students learned more in the condition where the teacher was using the ASSISTments data. 

KellyY.,  Heffernan, N., Heffernan, C.,  Goldman, S., Pellegrino, G. & Soffer, D. (2013). Estimating the Effect of Web-Based Homework. In Lane, Yacef, Motow & Pavlik (Eds) The Proceedings of the Artificial Intelligence in Education Conference.  Springer-Verlag. pp. 824-827.  (Archived material is here).  A longer version is here.

Control: No Student ASSISTments Use

 Treatment: Students Used ASSISTments

Page Created by Andrew Burnett - 2013