Online Homework versus Intelligent Tutoring Systems: Pedagogical Support for Transaction Analysis and Recording

1 Pages Posted: 30 Jun 2008 Last revised: 7 Nov 2010

See all articles by Fred Phillips

Fred Phillips

University of Saskatchewan

Benny G. Johnson

Quantum Simulations, Inc.

Date Written: June 25, 2008

Abstract

This paper describes a quasi-experiment conducted to evaluate the relative impact of an online homework management system and an artificially intelligent (AI) tutoring system on the learning that students derive from homework practice. Empirical findings show that when one group of students completed a homework assignment using the AI tutor, their subsequent test performance was greater than a comparable group of students who completed the same homework problems using a textbook publisher's online homework management system. When the AI tutor was removed from the first group of students and given to the other group, the pattern of performance differences was reversed. Implications for accounting instructors and future research opportunities are discussed.

Keywords: Artificial intelligence, tutoring, online homework, accounting cycle

JEL Classification: M49, A22

Suggested Citation

Phillips, Fred and Johnson, Benny G., Online Homework versus Intelligent Tutoring Systems: Pedagogical Support for Transaction Analysis and Recording (June 25, 2008). Issues in Accounting Education, Forthcoming. Available at SSRN: https://ssrn.com/abstract=1151804 or http://dx.doi.org/10.2139/ssrn.1151804

Fred Phillips (Contact Author)

University of Saskatchewan ( email )

Edwards School of Business
25 Campus Drive
Saskatoon, Saskatchewan S7N 5A7
Canada
306-966-8401 (Phone)
306-966-2514 (Fax)

HOME PAGE: http://edwards.usask.ca/faculty/Fred%20Phillips/index.html

Benny G. Johnson

Quantum Simulations, Inc. ( email )

5275 Sardis Road
Murrysville, PA 15668
United States

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