Liberatore, M. W., & Davidson, M., & Chapman, K. (2020, June), Quantifying success and attempts on auto-graded homework when using an interactive textbook  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35116

\bibitem{asee_peer_35116}
  Liberatore, M. W., \& Davidson, M., \& Chapman, K. (2020, June), \emph{Quantifying success and attempts on auto-graded homework when using an interactive textbook}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35116

Matthew W Liberatore, Megan Davidson, and Kayla Chapman.  "Quantifying success and attempts on auto-graded homework when using an interactive textbook".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35116 Internet.  20 Dec, 2024

\bibitem{asee_peer_35116}
  Matthew W Liberatore, Megan Davidson, and Kayla Chapman.
  "Quantifying success and attempts on auto-graded homework when using an interactive textbook".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35116 Internet.  20 Dec, 2024

@INPROCEEDINGS{asee_peer_35116
author = "Matthew W Liberatore, Megan Davidson, and Kayla Chapman"
title = "Quantifying success and attempts on auto-graded homework when using an interactive textbook"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35116}
number = {10.18260/1-2--35116}
}

TY  - CPAPER
AB  - Online homework and interactive textbooks provide big data that can help answer many questions about student engagement and learning. In addition, some data is available to instructors in real time, so individual or class-level interventions do not need to wait for the next exam. In this study, a fully interactive online textbook, Material and Energy Balances zyBook, has been employed with several cohorts of students. Recent findings focused on quantify reading across three cohorts representing over 280 students and almost 300,000 reading interactions. Median reading rates were as high as 99% for over 1,300 interactions per student were found, but these reading clicks only quantify effort and not competence in the course material. Now, auto-graded homework questions with randomized numbers and content are explored. Students are allowed to attempt any question as many times as needed with each new attempt containing new numbers, content, or both. Three different, question-level metrics will be explored, namely percent correct, number of attempts before answering correctly, and total attempts. With over 500 auto-graded questions across 9 chapters, almost 200,000 student attempts are analyzed by chapter, question type, and cohort. Overall, students were successful on 88% of the questions; success varied by 10% between multiple choice, single numerical answer, and multiple numerical answer. 
AU  - Matthew W Liberatore
AU  - Megan Davidson
AU  - Kayla Chapman
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Quantifying success and attempts on auto-graded homework when using an interactive textbook
UR  - https://peer.asee.org/35116
DO  - 10.18260/1-2--35116
ER  -