| Title: |
Math Content Readability, Student Reading Ability, and Behavior Associated with Gaming the System in Adaptive Learning Software |
| Language: |
English |
| Authors: |
Pranjli Khanna; Kaleb Mathieu; Kole Norberg; Husni Almoubayy; Stephen E. Fancsali |
| Source: |
International Educational Data Mining Society. 2025. |
| Availability: |
International Educational Data Mining Society. e-mail: admin@educationaldatamining.org; Web site: https://educationaldatamining.org/conferences/ |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2025 |
| Sponsoring Agency: |
National Science Foundation (NSF) |
| Contract Number: |
2000638 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Computer Software; Computer Uses in Education; Reading Difficulties; Reading Skills; Mathematics Instruction; Student Behavior; Readability; Mathematics Activities; Predictor Variables; Word Problems (Mathematics); Middle School Students |
| Geographic Terms: |
Massachusetts |
| Assessment and Survey Identifiers: |
Massachusetts Comprehensive Assessment System |
| Abstract: |
Recent research on more comprehensive models of student learning in adaptive math learning software used an indicator of student reading ability to predict students' tendencies to engage in behaviors associated with so-called "gaming the system." Using data from Carnegie Learning's MATHia adaptive learning software, we replicate the finding that students likely to experience reading difficulties are more likely to engage in behaviors associated with gaming the system. Using both observational and experimental data, we consider relationships between student reading ability, readability of specific math lessons, and behavior associated with gaming. We identify several readability characteristics of specific content that predict detected gaming behavior, as well as evidence that a prior experiment that targeted enhanced content readability decreased behavior associated with gaming, but only for students that are predicted to be less likely to experience reading difficulties. We suggest avenues for future research to better understand and model behavior of math learners, especially those who may be experiencing reading difficulties while they learn math. [For the complete proceedings, see ED675583.] |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED675654 |
| Database: |
ERIC |