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Interactive textbooks and online homework can uncover trends about student engagement and study practices. Here, auto-graded and randomized problems provided big data related to students’ proficiency in a chemical engineering course on material and energy balances. Previously, aggregating hundreds of problems from a fully interactive online textbook, Material and Energy Balances zyBook, found a median 94% correct. For two recent cohorts, new, summative, end-of-chapter auto-graded problems were assigned. While summative problems written by an expert author were examined in the 2021 ASEE proceedings, this contribution will focus on summative problems derived from student-written problems that reverse engineer actions in YouTube videos. Previous research found that student-written “YouTube problems” were equally rigorous and required similar problem-solving skills to expert-written textbook problems when examining hand-written solutions. Now, auto-graded YouTube problems within the zyBook are investigated for the first time. Students were required to complete a fraction of the total summative YouTube problems before each of three midterm exams. For a single cohort of ~80 students, responses to ~20,000 online homework problems were analyzed. Research questions included: 1. Do students correctly solve more YouTube problems than required?, 2. Does completing more YouTube problems correlate with higher exam scores?, 3. Do formative and summative auto-graded problems correlate differently with final course grades?, and 4. How does solving end-of-chapter YouTube problems compare to end-of-chapter textbook problems with respect to final course grades? First, a median fraction correct of 100% for required YouTube problems was found for all three midterm exams, which generally shows persistence as auto-graded problems have unlimited attempts before the due date. Students scoring above the median midterm exam score correctly completed statistically significantly more YouTube problems. Correctly completing more YouTube problems positively correlated with midterm exam grades for all three exams. Almost no difference between cohorts was observed when correlating final course grades with correctly completing end-of-chapter textbook or YouTube problems. Thus, student-written YouTube problems appear equivalent to expert-written homework problems in terms of student success.
Liberatore, M., & Chapman, K. (2022, August), Can I have More Problems to Practice? Part 2. Student Success Related to Auto-graded, End-of-chapter YouTube Problems in a Material and Energy Balances Course Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/40500
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