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Group 4: Assistments

Group 4: Assistments. Glen Lovett, Andrew Hurle , Ian McNeil, Arben Koshi. This week. What we are focusing on Assistments Rewards and feedback What we don’t want to do. What we want to do. Describe improvements to feedback in Assistments Immediate feedback system using points

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Group 4: Assistments

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  1. Group 4: Assistments Glen Lovett, Andrew Hurle, Ian McNeil, ArbenKoshi

  2. This week • What we are focusing on • Assistments • Rewards and feedback • What we don’t want to do

  3. What we want to do • Describe improvements to feedback in Assistments • Immediate feedback system using points • Rewards • Personal Assistant Avatar • Specify rewards • Intrinsic vs. extrinsic motivation

  4. Point system • Point values hidden from user • Points are used to determine feedback • Difficult question → Higher points → More praise • The lower the knowledge of the student, the higher the points • (Will also look at how other groups approach points)

  5. Point Table

  6. Rewards Account Rewards:

  7. Personal Assistant Avatar • Introduce a PAA (intrinsic/extrinsic motivation) • Creates Proactive relationship (Relationship Framework, R.D. Jones) • PAA can show interest and provide support • Establish and communicate learning goals

  8. Personal Assistant Avatars

  9. Feedback • Example: high Praise

  10. Feedback Guidelines • Praise students for their effort, not for some innate intelligence (Mueller and Dweck) • Students who are praised for effort tend to challenge themselves, while students who are told they are smart have a high fear of failure

  11. What we are not doing • Not determining the subject matter • This is up to individual teachers • Not customizing the avatar • Avatar is to make feedback/instruction more relatable • Outside scope of what we are looking into

  12. Questions?

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