[sagefy]

I like a great deal that one of the considerations the authors make is adapting to prior knowledge. (3.1) describes what they looked for in detail. In their summary, "None provide personalization based on prior coding experience or learner goals, other than rudimentary age-based differentiation." Its hard to overstate the importance of prior knowledge. Prior knowledge has some of the highest effect sizes in educational research. In other words, what you already know going into it is going to determine how much you learn. It's rare for other factors to have the same impact on the results as prior knowledge. And yet, even given decades of learning science research, its pretty rare to see much of any attempt in Western learning to account for prior knowledge. It would be a refreshing change of pace to see some of these coding tutorials work in preemptive assessment to figure out where to focus the learner before getting into the "how" of it.

Disclaimer: I'm working on sagefy.org

[dragon_king]

This is great. I have been tinkering with the idea of building something that helps people learn something in the most efficient way possible. I have been pretty frustrated with most learning materials for almost anything, especially when you have limited time and a lot of interests. Keep up what you are doing and hopefully I will be able to share something after a couple of months.

[anonymous5133]

For your website, sagefy, how do you plan on being able to "assesses" the student's prior knowledge?

It seems to be a double-edge sword if you plan on using assessments (the only way I can think of to assess prior knowledge) to do it because people want immediate satisfaction. Unfortunately if you told people to take a 25 question pre-quiz before starting the course I am sure most would simply leave the website.

[yorwba]

You could make the pre-quiz part of the "immediate satisfaction" by calibrating the questions so that the learner can feel good about their current knowledge without making them spend a long time solving difficult problems. Making a quiz fun is probably easier than doing the same for the actual learning part, which might require much more time before seeing any satisfying results.

Another way to assess knowledge would be to give the learner topics of varying difficulty to select from; it's unlikely that they'd choose something so easy that it'd be boring and in case the topic is too hard, there should be an escape route to something easier.