With Other Universities
This is a comprehensive list of all 19 the randomized controlled trials that were done with 20 other universities.
Of these 19, Heffernan did 8 in collaboration plus 11 were done with the ETRIALS.
Comparing experimental conditions that give feedback with control conditions that represent "business as usual" where students don't get feedback until the next day.
Estimating the effect of web-based homework. With Univ. of Illinois (UIC)
Improving learning from homework using intelligent tutoring systems. With West Virginia University
Showing that ASSISTments Closes Achievement Gaps (between with lower achieving student and higher achieving students).
ASSISTments closes Achievement Gaps By Vanderbilt
Comparing hints versus step-by-step scaffolding questions, versus solution, versus worked examples.
What features of hints matter? With Carnegie Mellon, Columbia, and University of Pennsylvania
Counterintuitive effects of online feedback in middle school math: results from a randomized controlled trial in ASSISTments By University of Colorado & UMaine
A Comparison of Hints vs. Scaffolding in a MOOC with Adult Learners. With the University of Pennsylvania (UPENN)
The impact of algebra worked example presentations on student learning. With Ottmar at WPI
Comparing worked examples to step-by-step feedback
Two experiments related to tutored problem solving vs. “pure”: worked examples. With Seton Hall University, Carnegie Mellon and Albert Einstein College of Medicine
Comparing different videos intended for motivational benefits
Adding teacher-created motivational video to an intelligent tutoring system. With University of Notre Dame
Comparing the Automatic Reassessment and Relearning System(ARRS) feature with other options.
Comparing Automatic Reassessment and Relearning System with one time Mastery Learning. With Univ. of Illinois (UIC)
Comparing the difficulty of different problem types
The effect of language modification of mathematics story problems on problem-solving in ASSISTments By Southern Methodist University & University of North Dakota
Spacing out!: Manipulating Spatial Features in Mathematical Expressions Affects Performance. By Ottmar at WPI
Single Template vs. Multiple Templates: Examining the Effects of Problem Format on Performance. By ETS, Columbia and UPENN
Using Thinkalouds to Understand Rule Learning and Cognitive Control Mechanisms Within an Intelligent Tutoring System By Univ Pittsburgh and Lehigh University
Comparing different instructional approaches
Blocking vs. Interleaving: Does skill pattern matter? With Carleton College
Does asking students to self-report their confidence in affect their performance? With Harvard University
Seeing language learning inside the math: cognitive analysis yields transfer. By Carnegie Mellon University
Labeling Common and Uncommon Fractions Across Notation and Education. By University of Chicago & Boston College
Heffernan, C. (2022)