Possibilities and Limits of Digitalization in Mathematics Education and Writing: Exploring Contextual Factors of Learning Programs and Teacher Perspectives on AI-based feedback

You are invited to a talk and discussion featuring current work from Anna Hilz and Ute Mertens, visiting this week at the Digital Futures Institute from IPN Kiel. The title of the talk is “Possibilities and Limits of Digitalization in Mathematics Education and Writing: Exploring Contextual Factors of Learning Programs and Teacher Perspectives on AI-based Feedback”. All are welcome! Registration is required.

About the visiting scholars

Anna Hilz recently finished her Ph.D. and will defend her dissertation in June. She works at the Department of Educational Research and Educational Psychology at the IPN (Leibniz Institute for Science and Mathematics Education) in Kiel, Germany. She is interested in how digital tools can support (low-achieving) students in mathematics, with a focus on students' practice. In particular, she aims to identify factors that are associated with students' long-term engagement with a tool (e.g., person-related or context-related).

Ute Mertens is a postdoctoral researcher at the Department of Educational Research and Educational Psychology at the IPN Kiel. Her research is concerned with cognitive and non-cognitive effects of computer- and AI-based feedback, including both the perspectives on student outcomes (e.g., performance, emotions, motivation, and process behavior) as well as teachers’ attitudes and perceptions of AI-feedback and its quality. 

About the talk

Anna will talk about how to realize the potential of digital mathematics learning programs, with a particular focus on contextual factors. This means that despite the existence of considerable knowledge about effective program design (such as the incorporation of adaptivity, feedback, and scaffolding), it often seems that programs do not fully realize their potential for learning when used in mathematics education. It is reasonable to assume that this is not necessarily due to the programs themselves, but rather to contextual factors such as teacher integration or individual student prerequisites. In her presentation, Anna would like to address this issue, present selected findings from her dissertation where she extensively explored this topic, and discuss future ideas and approaches to enrich the field of research in this area.

In her presentation, Ute will talk about her interests in automated feedback in test situations as well as AI-based feedback in writing processes. As essential factors for successful feedback procedures and AI implementation, a particular focus of her talk is her current interest in the perspective of teachers, including their perceptions and attitudes towards AI-based feedback. Her current work addresses the question of whether teachers perceive AI-based feedback more negatively (i.e. experience algorithm aversion) compared to teacher-generated feedback to gain an understanding of potential (implicit) biases towards AI-based educational systems. Ute will present (preliminary) results on this question and would like to share her ideas for future studies to explore the underlying mechanisms of algorithm aversion in teachers. 

Thursday, April 18, 2024  2:30 - 3:30pm

Russell Hall 5th Fl - Mixed-Use Space

All are welcome! Registration is required.