For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
11
views
36
references
 Top references
cited by
2
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
1 collections
    0
    shares
      398
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: not found

      Performance Increases in Mathematics during COVID-19 Pandemic Distance Learning in Austria: Evidence from an Intelligent Tutoring System for Mathematics

      research-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Background

          In 2020, school closures during the COVID-19 pandemic forced students all over the world to promptly alter their learning routines from in-person to distance learning. However, so far, only a limited number of studies from a few countries investigated whether school closures affected students’ performance within intelligent tutoring system—such as intelligent tutoring systems.

          Method

          In this study, we investigated the effect of school closures in Austria by evaluating data (n=168 students) derived from an intelligent tutoring system for learning mathematics, which students used before and during the first period of school closures.

          Results

          We found that students’ performance increased in mathematics in the intelligent tutoring system during the period of school closures compared to the same period in previous years.

          Conclusion

          Our results indicate that intelligent tutoring systems were a valuable tool for continuing education and maintaining student learning during school closures in Austria.

          Related collections

          Most cited references36

          • Record: found
          • Abstract: found
          • Article: found
          Is Open Access

          Learning loss due to school closures during the COVID-19 pandemic

          Per Engzell, Arun Frey, Mark D. Verhagen (2021)
          School closures have been a common tool in the battle against COVID-19. Yet, their costs and benefits remain insufficiently known. We use a natural experiment that occurred as national examinations in The Netherlands took place before and after lockdown to evaluate the impact of school closures on students’ learning. The Netherlands is interesting as a “best-case” scenario, with a short lockdown, equitable school funding, and world-leading rates of broadband access. Despite favorable conditions, we find that students made little or no progress while learning from home. Learning loss was most pronounced among students from disadvantaged homes. Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands ( n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world’s highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.
          Article 0 comments Cited 318 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Working memory, math performance, and math anxiety

            Mark Ashcraft, Jeremy Krause (2007)
            The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.
            Article 0 comments Cited 118 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              The relationships among working memory, math anxiety, and performance.

              Mark Ashcraft, Elizabeth P. Kirk (2001)
              Individuals with high math anxiety demonstrated smaller working memory spans, especially when assessed with a computation-based span task. This reduced working memory capacity led to a pronounced increase in reaction time and errors when mental addition was performed concurrently with a memory load task. The effects of the reduction also generalized to a working memory-intensive transformation task. Overall, the results demonstrated that an individual difference variable, math anxiety, affects on-line performance in math-related tasks and that this effect is a transitory disruption of working memory. The authors consider a possible mechanism underlying this effect--disruption of central executive processes--and suggest that individual difference variables like math anxiety deserve greater empirical attention, especially on assessments of working memory capacity and functioning.
              Article 0 comments Cited 115 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Journal
                Journal ID (nlm-ta): Trends Neurosci Educ
                Journal ID (iso-abbrev): Trends Neurosci Educ
                Title: Trends in Neuroscience and Education
                Publisher: Elsevier GmbH.
                ISSN (Print): 2452-0837
                ISSN (Electronic): 2211-9493
                Publication date PMC-release: 3 May 2023
                Publication date (Electronic): 3 May 2023
                Electronic Location Identifier: 100203
                Affiliations
                [1 ]Department of Psychology, Martin-Luther University Halle-Wittenberg, Halle, Germany
                [2 ]Department of Psychology, University of Basel, 4055 Basel, Switzerland
                [3 ]Centre for Mathematical Cognition, School of Science, Loughborough University, Loughborough, United Kingdom
                [4 ]Leibniz-Institut fuer Wissensmedien, Tuebingen, Germany
                [5 ]LEAD Graduate School and Research Network, University of Tuebingen, Germany
                Author notes
                [* ]Correspondence
                Article
                Publisher Item ID: S2211-9493(23)00006-6 Publisher ID: 100203
                DOI: 10.1016/j.tine.2023.100203
                PMC ID: 10154054
                SO-VID: ec190021-7350-41c7-8ec6-7aa2eb13ef4e
                Copyright © © 2023 Elsevier GmbH. All rights reserved.
                License:

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                History
                Date received : 12 October 2022
                Date revision received : 2 May 2023
                Date accepted : 2 May 2023
                Categories
                Subject: Article

                Data availability:

                Comments

                Comment on this article

                scite_

                Similar content398

                See all similar

                Cited by2

                See all cited by

                Most referenced authors196

                See all reference authors