Ofer Wald, Judith Gal-Ezer, Nezer Zaidenberg E105 Figure 3 demonstrates a clear trend: students who solved more problems achieved higher exam scores. Anomalies are explained by small group sizes and the bonus threshold. Fig. 3. Users in group #3, by number of successful submissions Figure 4 compares early adopters with students who joined after the bonus announcement. The difference between the groups was under four points, suggesting that even late engagement provided benefits, though sustained use appeared more advantageous. Fig. 4. Initial users vs bonus users Limitations This study reports on a single course iteration and a single class. Participation was voluntary, and external factors, most notably a shortened semester, affected implementation. Additionally, the authors’ direct involvement in teaching could introduce potential experimental bias.
RkJQdWJsaXNoZXIy Mjk0MjAwOQ==