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Context

Encoders input Math problems into ASSISTments, which teachers assign as homework or activities for their students.

Evidence

Literature

Task switching usually results in slower response times compared to performing a single task and error-rate is usually higher after the switch . Some of the switch cost sources identified include: time taken by control operations, transient task-set inertia, associative retrieval, or a mix of the three.

Data

Analysis of ASSISTments' data showed correlation between boredom and gaming, and math problems that required students to refer to their textbook to see the actual question [1].

Problem

To help students focus on their ASSISTments homework or activities.

Solution

Replace textbook references in ASSISTments with actual textbook content.

Consequences

Benefits

• Math problems that teachers assign to students will always display the problem content in ASSISTments.
• Students do not need to have their books to answer their homework or activity in ASSISTments.
• Students can work on their assignments even when they forget their books
• Students do not need to switch between their textbook and ASSISTments.
• May decrease boredom and gaming.

Liabilities

• It is difficult to encode math textbook problems into ASSISTments.

Example

When a teacher creates a math problem, he/she should copy the math problem into ASSISTments instead of placing a reference to the textbook he/she is using for class. This way, when students forget their books, they can still do their assignment. When students answer the math problem, they can focus more on the activity by reading the problem directly from ASSISTments instead of switching back and forth to get the textbook reference, to solve the problem, and to submit their answer to ASSISTments.

Related patterns

This uses the same concept as Keep It Simple[2]. Using a single source for instruction makes math problems easier to understand.