2014/07/08 by Gerd Kortemeyer, Kortemeyer, Gerd
Engineering · Physics and Astronomy · Psychology · Social Sciences · #Computer science #Copying #Economics #Experimental Learning in Engineering #FOS: Physical sciences #Innovative Teaching and Learning Methods #Law #Mathematics education #Online and Blended Learning #Order (exchange) #Physics Education (physics.ed-ph) #Political science #Psychology #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.1407.2276
arxiv created 2014/07/08 · openalex publication_date 2014/07/08 · arxiv updated 2014/07/10 · openalex created_date 2022/08/13 · openalex updated_date 2026/07/28
When deploying online homework in physics courses, an important consideration\nis how many attempts should be allowed in order to solve numerical\nfree-response problems. While on the one hand, the maximum number of attempts\nshould be large enough to allow learners mastery of the concepts and\ndisincentivize copying, on the other hand, too many allowed attempts encourage\ncounter-productive problem-solving behavior. In a study of an introductory\ncalculus-based physics course for scientists and engineers which had different\nnumbers of allowed attempts in different semesters, it was found that except\nfor the initial tries, students are not making productive use of later\nattempts, and that in fact higher numbers of allowed attempts lead to less\nsuccessful homework completion.\n