Evaluating a Mixed-Initiative Authoring Environment:Is REDEEM for Real?

Ainsworth, Shaaron and Fleming, Piers (2005) Evaluating a Mixed-Initiative Authoring Environment:Is REDEEM for Real? In: Artificial Intelligence in Education. Frontiers in Artificial Intelligence and Applications . IOS Press, NLD, pp. 9-16. ISBN 1586035304

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The REDEEM authoring tool allows teachers to create adapted learning environments for their students from existing material. Previous evaluations have shown that under experimental conditions REDEEM can significantly improve learning. The goals of this study were twofold: to explore if REDEEM could improve students' learning in real world situations and to examine if learners can share in the authoring decisions. REDEEM was used to create 10 courses from existing lectures that taught undergraduate statistics. An experimenter performed the content authoring and then created student categories and tutorial strategies that learners chose for themselves. All first-year psychology students were offered the opportunity to learn with REDEEM: 90 used REDEEM at least once but 77 did not. Students also completed a pre-test, 3 attitude questionnaires and their final exam was used as a post-test. Learning with REDEEM was associated with significantly better exam scores, and this remains true even when attempting to control for increased effort or ability of REDEEM users. Students explored a variety of categories and strategies, rating their option to choose this as moderately important. Consequently, whilst there is no direct evidence that allowing students this control enhanced performance, it seems likely that it increased uptake of the system.

Item Type: Book Section
Additional Information: Publisher Copyright: © 2005 The authors. All rights reserved.
Uncontrolled Keywords: artificial intelligence ,/dk/atira/pure/subjectarea/asjc/1700/1702
Faculty \ School: Faculty of Social Sciences > School of Psychology
Related URLs:
Depositing User: LivePure Connector
Date Deposited: 15 Dec 2022 01:02
Last Modified: 20 Jan 2023 10:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/90015

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