Evaluating a Mixed-Initiative Authoring Environment: Is REDEEM for Real?

Shaaron Ainsworth, Piers Fleming

Research output: Chapter in Book/Report/Conference proceedingConference contribution

6 Citations (Scopus)


The REDEEM authoring tool allows teachers to create adapted learning environments for their students from existing material. Previous evaluations have shown that under experimental conditions REDEEM can significantly improve learning. The goals of this study were twofold: to explore if REDEEM could improve students' learning in real world situations and to examine if learners can share in the authoring decisions. REDEEM was used to create 10 courses from existing lectures that taught undergraduate statistics. An experimenter performed the content authoring and then created student categories and tutorial strategies that learners chose for themselves. All first-year psychology students were offered the opportunity to learn with REDEEM: 90 used REDEEM at least once but 77 did not. Students also completed a pre-test, 3 attitude questionnaires and their final exam was used as a post-test. Learning with REDEEM was associated with significantly better exam scores, and this remains true even when attempting to control for increased effort or ability of REDEEM users. Students explored a variety of categories and strategies, rating their option to choose this as moderately important. Consequently, whilst there is no direct evidence that allowing students this control enhanced performance, it seems likely that it increased uptake of the system.

Original languageEnglish
Title of host publicationArtificial Intelligence in Education
Subtitle of host publicationSupporting Learning through Intelligent and Socially Informed Technology
EditorsChee-Kit Looi, Gord McCalla, Bert Bredeweg, Joost Breuker
PublisherIOS Press
Number of pages8
ISBN (Electronic)1586035304, 9781586035303
Publication statusPublished - 2005
Event12th International Conference on Artificial Intelligence in Education, AIED 2005 - Amsterdam, Netherlands
Duration: 18 Jul 200522 Jul 2005

Publication series

NameFrontiers in Artificial Intelligence and Applications
ISSN (Print)0922-6389


Conference12th International Conference on Artificial Intelligence in Education, AIED 2005

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