Mini-hints for improved spatial visualization training

Abstract

The pedagogical approach of Zone of Proximal Development (ZPD) is based on the belief that effective learning occurs when students are challenged just beyond the level they can do on their own. An expert teacher looking over the shoulder of a student would give just the right amount of help or hints; too much hinting gives away the solution which deprives the student of the productive struggle that is needed for learning new concepts. Alternatively, no hinting may leave the student frustrated to the point where they give up. A key challenge with developing software for independent learning is generating the proper level of hinting, similar to what an expert teacher would provide in the classroom. This paper describes the evolution of hints for spatial visualization training using a mobile app. Students sketch orthographic and isometric figures, which are automatically graded by the app. In an early version of the app, when a student draws an assignment incorrectly, they were provided with the option of taking a hint or peeking at the solution. In order to encourage persistence, gamification was added to the app which rewarded students to try solving the problem on their own before asking for a hint. This paper describes the unintended consequence of gamification, and how some students avoided using a hint even when simple guidance would be more effective. This behavior motivated the development of smaller hints, which we refer to as mini-hints that could be provided to the students without them asking for a hint. These, mini-hints are presented as free hints that do not cost gamification points and are meant to mimic an expert teacher standing over the shoulder of a student. This paper discusses the types of mini-hints that have been developed, and how their effectiveness will be assessed in an upcoming trial.