Does choosing the concept on which to solve each practice problem in an adaptive tutor affect learning?

Abstract

We conducted a controlled study to investigate whether having students choose the concept on which to solve each practice problem in an adaptive tutor helped improve learning. We analyzed data from an adaptive tutor used by introductory programming students over three semesters. The tutor presented code-tracing problems, used pretest-practice-post-test protocol, and presented line-by-line explanation of the correct solution as feedback. We found that choice did not increase the amount of learning or pace of learning. But, it resulted in greater improvement in score on learned concepts, and the effect size was medium.