Effects of a Utility Value Intervention in an Online Math Tutor

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Opportunities and Challenges of Intervention, In-the-Moment, and Person-Centered Motivation Research (Table 12)

Abstract

In an online algebra tutor (N = 6,301), we tested a utility value intervention in which students read and reflected about the usefulness of algebra. Because online algebra tutors allow for analysis of students’ moment-by-moment performance and behavior, we were able to track the short-term effects of the intervention on student interest in algebra, behavioral engagement with the tutor, and performance, as well as longer-term effects on utility value perceptions and interest in algebra. Although the intervention had no effect on student performance, this study provides initial evidence that utility value interventions can promote interest and engagement in online learning environments, particularly if students can be exposed to repeated doses of the intervention.

Authors

• Michael W. Asher, Carnegie Mellon University

• April Murphy, Carnegie Learning, Inc.

• Steven Ritter, Carnegie Learning, Inc.

• Stephen Edward Fancsali, Carnegie Learning, Inc.

• Kenneth R. Koedinger, Carnegie Mellon University

• Judith Harackiewicz, University of Wisconsin - Madison