Toward Personalizing Students' Education with Crowdsourced Tutoring
Ethan Prihar, Thanaporn Patikorn, Anthony F. Botelho, Adam Sales, Neil T. Heffernan
Abstract
As more educators integrate their curricula with online learning, it is easier to crowdsource content from them. Crowdsourced tutoring has been proven to reliably increase students' next problem correctness. In this work, we confirmed the findings of a previous study in this area, with stronger confidence margins than previously, and revealed that only a portion of crowdsourced content creators had a reliable benefit to students. Furthermore, this work provides a method to rank content creators relative to each other, which was used to determine which content creators were most effective overall, and which content creators were most effective for specific groups of students. When exploring data from TeacherASSIST, a feature within the ASSISTments learning platform that crowdsources tutoring from teachers, we found that while overall this program provides a benefit to students, some teachers created more effective content than others. Despite this finding, we did not find evidence that the effectiveness of content reliably varied by student knowledge-level, suggesting that the content is unlikely suitable for personalizing instruction based on student knowledge alone. These findings are promising for the future of crowdsourced tutoring as they help provide a foundation for assessing the quality of crowdsourced content and investigating content for opportunities to personalize students' education.