Abstract
While adaptive tutoring systems have improved classroom education through individualization, few platforms offer students preference in regard to their education. In the present study, a randomized controlled trial is used to investigate the effects of student choice within ASSISTments. A problem set featuring either text feedback or matched content video feedback was assigned to a sample of 82 middle school students. Those who were able to choose their feedback medium at the start of the assignment outperformed those who were randomly assigned a medium. Results suggest that even if feedback is not ultimately observed, students average significantly higher assignment scores after voicing a choice. Findings offer evidence for enhancing intrinsic motivation through the provision of choice within adaptive tutoring systems.
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