[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-199861-105":3,"detail-sidebar-cat-1-en-105":80,"doc-detail-199861-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","single-template-vs-multiple-templates-examining-the-effects-of-problem-format-on-performance","Single Template vs. Multiple Templates: Examining the Effects of Problem Format on Performance","","Classroom and lab-based research supports using diverse problem formats rather than a single fixed format for practice. Education’s rapid growth in intelligent tutoring systems (ITS) enables automatic generation and adaptation of problem content for training and assessment. This paper evaluates whether such capability can be implemented in an ITS through a randomized controlled trial comparing single-template practice and multi-template exposure within the same system, analyzing post-test performance and hint request behavior.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/single-template-vs-multiple-templates-examining-the-effects-of-problem-format-on-performance/199861/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/single-template-vs-multiple-templates-examining-the-effects-of-problem-format-on-performance/199861.png","ImageObject",442,249,{"name":42,"@type":43},"Dipper","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-11","2026-09-04",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the study comparing in an intelligent tutoring system?","Question",{"text":62,"@type":63},"It compares students practicing problems with a single problem template versus students exposed to problems using multiple templates within the same ITS.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were the participants assigned to conditions?",{"text":67,"@type":63},"A randomized controlled trial assigned students to either the single-template or multiple-template condition.",{"name":69,"@type":60,"acceptedAnswer":70},"What were the main results regarding performance and hints?",{"text":71,"@type":63},"The results show no statistically significant difference in post-test performance or hint request behavior, while multiple-template students spent more time answering practice items.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},199861,1790548217,{"code":4,"msg":81,"data":82},"success",[83,87,92,97,102,107,112,117,122],{"id":84,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":85,"slug":86},11,90,"presentations",{"id":88,"doc_module":22,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},12,"Resumes",80,"resumes",{"id":93,"doc_module":22,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},14,"Invoices",70,"invoices",{"id":98,"doc_module":22,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},15,"Posters",60,"posters",{"id":103,"doc_module":22,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},16,"Social Media",50,"social-media",{"id":108,"doc_module":22,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},17,"Forms",40,"forms",{"id":113,"doc_module":22,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},18,"Letters",30,"letters",{"id":118,"doc_module":22,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},21,"Paper Templates",5,"papers-templates",{"id":123,"doc_module":22,"doc_module_name":25,"category_name":124,"show_sort_weight":4,"slug":125},158,"General","general-158",{"code":4,"msg":81,"data":127},{"doc_id":78,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":22,"category_id":84,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":22,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":139,"read_time":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Single Template vs. Multiple Templates: Examining the Effects of Problem  \nFormat on Performance  \nYang Jiang  \nEducational Testing Service, Princeton, New Jersey, United States  \nMa. Victoria Almeda  \nTERC, Cambridge, Massachusetts, United States  \nShimin Kai  \nTeachers College Columbia University, New York, New York, United States  \nRyan Baker  \nUniversity of Pennsylvania, Philadelphia, Pennsylvania, United States  \nKorinn Ostrow  \nWorcester Polytechnic Institute, Worcester, Massachusetts, United States  \nPaul Salvador Inventado  \nCalifornia State University Fullerton, Fullerton, California, United States  \nPeter Scupelli  \nCarnegie Mellon University, Pittsburgh, Pennsylvania, United States  \nAbstract  \nClassroom and lab-based research have shown the advantages of exposing students to a variety of problems with format differences between them, compared to giving students problem sets with a single problem format. The rapid development of technologies such as intelligent tutoring systems (ITS) in education affords the opportunity to automatically generate and adapt problem content for practice and assessment purposes. In this paper, we investigate whether this approach can be effectively deployed to an ITS, conducting a randomized controlled trial to compare students who practiced problems based on a single template and those who were exposed to problems based on multiple templates, both in the same ITS. Results show no statistically signi􀀂cant difference in the two conditions on students post-test performance and hint request behavior. However, students who saw multiple templates spent more time to answer the practice items compared to students who solved problems of a single structure.","cbCaiaVkgUvmCKLz","https://ap.wps.com/l/cbCaiaVkgUvmCKLz","pdf",17443,"English","# Abstract\n## Research design\n## Findings","[{\"question\":\"What is the study comparing in an intelligent tutoring system?\",\"answer\":\"It compares students practicing problems with a single problem template versus students exposed to problems using multiple templates within the same ITS.\"},{\"question\":\"How were the participants assigned to conditions?\",\"answer\":\"A randomized controlled trial assigned students to either the single-template or multiple-template condition.\"},{\"question\":\"What were the main results regarding performance and hints?\",\"answer\":\"The results show no statistically significant difference in post-test performance or hint request behavior, while multiple-template students spent more time answering practice items.\"}]","Single Template vs. Multiple Templates: Examining the Effects of Problem Format on Performance | PDF",1788507218]