Algorithmic Case Pedagogy, Learning and Gender

Robert Bromley, Zhenyu Huang


Great investment has been made in developing algorithmically-based cases within online homework management systems. This has been done because publishers are convinced that textbook adoption decisions are influenced by the incorporation of these systems within their products. These algorithmic assignments are thought to promote learning while discouraging the practice of shirking student responsibility via the sharing of a common correct answer. Our paper describes the first testing of this method’s effectiveness. The results indicate marked differences of the case’s effects on male and female students. Significant improvements in learning were found for male students but not for female students.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2015 Robert Bromley, Zhenyu Huang

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal of Educational Issues  ISSN 2377-2263


Copyright © Macrothink Institute

To make sure that you can receive messages from us, please add the '' domains to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', please check your 'spam' or 'junk' folder.