## STACK assignments in university mathematics education

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**STACK assignments in university mathematics education.** / Mäkelä, Ari-Mikko; Ali-Löytty, Simo; Humaloja, Jukka-Pekka; Joutsenlahti, Jorma; Kauhanen, Janne; Kaarakka, Terhi.

Tutkimustuotos › › vertaisarvioitu

### Harvard

*Proceedings of the 44th SEFI Conference, 12 - 15 September 2016, Tampere, Finland.*European Society for Engineering Education SEFI, ANNUAL CONFERENCE OF THE EUROPEAN SOCIETY FOR ENGINEERING EDUCATION, 1/01/00.

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*Proceedings of the 44th SEFI Conference, 12 - 15 September 2016, Tampere, Finland*European Society for Engineering Education SEFI.

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### Bibtex - Lataa

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### RIS (suitable for import to EndNote) - Lataa

TY - GEN

T1 - STACK assignments in university mathematics education

AU - Mäkelä, Ari-Mikko

AU - Ali-Löytty, Simo

AU - Humaloja, Jukka-Pekka

AU - Joutsenlahti, Jorma

AU - Kauhanen, Janne

AU - Kaarakka, Terhi

PY - 2016

Y1 - 2016

N2 - Students' learning process can be assisted and diversified with the help of e-learning tools and virtual environments. In Tampere University of Technology, the aim is to utilize software that delivers assignments, checks students' answers and gives feedback to the students, in the mathematics courses. The software that has been used is called STACK, which can be integrated into Moodle. STACK assignments have been created as a part of the STEM education material bank Abacus.Written feedback can be generated in STACK assignments as necessary. Feedback guides the students to identify their errors and revise them. It can also motivate the students to try again after giving a wrong answer.This study concerns the use of STACK in TUT mathematics courses. Especially we are interested in- how do the points gathered and the time of the last submission in STACK exercises correlate with the exam grades?- when and for how long do the students solve the STACK assignments?- how does the activity in STACK differ between honours and engineering mathematics students?In STACK assignments, the students were able to give their answers in Moodle. For each lecture week, they had one week to solve and return the answers. All the student activity related to the STACK assignments was saved in the Moodle logs. Data was analysed with Matlab by the means of educational data mining.We observed that the activity in STACK was the greatest near the deadline. We also found that, on average, the better the grade, the earlier the students gave their final answers in STACK. Additionally, the honours mathematics students made their submissions earlier: many of them considered STACK exercises as a good way to revise the subjects considered in the lectures, while engineering mathematics students mostly rehearsed with STACK near the deadline.According to the survey polls, students found the STACK exercises as a nice and efficient way to rehearse and learn mathematics. Especially, the instant feedback was mostly appreciated. However, some of the students felt writing the answers with a computer unappealing, but generally this aspect was not considered a problem.

AB - Students' learning process can be assisted and diversified with the help of e-learning tools and virtual environments. In Tampere University of Technology, the aim is to utilize software that delivers assignments, checks students' answers and gives feedback to the students, in the mathematics courses. The software that has been used is called STACK, which can be integrated into Moodle. STACK assignments have been created as a part of the STEM education material bank Abacus.Written feedback can be generated in STACK assignments as necessary. Feedback guides the students to identify their errors and revise them. It can also motivate the students to try again after giving a wrong answer.This study concerns the use of STACK in TUT mathematics courses. Especially we are interested in- how do the points gathered and the time of the last submission in STACK exercises correlate with the exam grades?- when and for how long do the students solve the STACK assignments?- how does the activity in STACK differ between honours and engineering mathematics students?In STACK assignments, the students were able to give their answers in Moodle. For each lecture week, they had one week to solve and return the answers. All the student activity related to the STACK assignments was saved in the Moodle logs. Data was analysed with Matlab by the means of educational data mining.We observed that the activity in STACK was the greatest near the deadline. We also found that, on average, the better the grade, the earlier the students gave their final answers in STACK. Additionally, the honours mathematics students made their submissions earlier: many of them considered STACK exercises as a good way to revise the subjects considered in the lectures, while engineering mathematics students mostly rehearsed with STACK near the deadline.According to the survey polls, students found the STACK exercises as a nice and efficient way to rehearse and learn mathematics. Especially, the instant feedback was mostly appreciated. However, some of the students felt writing the answers with a computer unappealing, but generally this aspect was not considered a problem.

KW - STACK

KW - web-assisted learning tools

M3 - Conference contribution

SN - 9782873520144

BT - Proceedings of the 44th SEFI Conference, 12 - 15 September 2016, Tampere, Finland

PB - European Society for Engineering Education SEFI

ER -