Johan Blomgren and Viktor Wennström
This study examined how the visualization of student progress affects learning for students following a classroom-based mathematics course. In order to answer this, a prototype was developed with respect to theories on learning and motivation, as well as previous studies and existing systems.
A prototype study was conducted on 145 university students at the Royal Institute of Technology who were asked to use the prototype during the mathematics course in Multivariable calculus. This was followed up by a survey in order to evaluate the use and impact on learning.
The results show a weak but positive correlation between students activity related to the prototype and performed results, but no conclusions about causality can be drawn. Furthermore, areas of improvement are suggested for future studies.